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有些领域(如外语教学法领域)近几年的研究劲头有特别明显的增长,应用语言学和学习理论(语用学和言语行为理论)无疑属于这样的领域.这个领域在经历了热衷于学习材料,热衷于在完美的学习大纲中对学习材料的划分内容和划分阶段这种时期之后,‘重新发现’学生是学习过程的主体,并重视学习所处的地点和环境.由此特别可以看出两种倾向: 外语教学的实用倾向学习材料的结构化(学习课程的阶段划分和顺序)不仅根据正式语言文体的范畴(目的语结构中的形式复杂性或者母语和目的语之间语言体系的差异)来
In some areas (such as the field of foreign language teaching) there has been a particularly marked increase in research momentum in recent years, and applied linguistics and learning theory (pragmatics and speech act theory) undoubtedly belong to such a field that has undergone a keen interest in learning Material, keen on the division of learning materials and the division of stages in a perfect syllabus After this period of time, ’rediscovering’ students as the mainstay of the learning process and focusing on where and where the learning takes place. There are two tendencies: Practical tendency of foreign language teaching Structuring of learning materials (stage division and order of learning courses) is not only based on the category of the formal language (the formal complexity in the destination language structure or the language system in the native language and the target language Difference)