摘要
通过对交际学习的3个要素(学习动机、交际愿意和交际活动)和交际教学的3条原则(交际原则、任务原则和意义原则)在中国英语教学实践的研究,发现中国的学习者没有太多使用英语来交际的需求,并且交际教学的3个原则也不一定能导致有效的语言学习。这个现象反映了交际教学法本身缺乏可控性和系统性的缺点。所以仅仅通过交际教学法不足以让中国的语言学习者既达到学习语言知识又发展交际能力的目的。
From the perspective of the three elements of communicative learning （ motivation, communicative willingness and communicative activities） and the three teaching principles （communicative principle, task-based principle and meaning-negotiation principle）, this paper explores the application of communicative approach in EFL context of China. The results show that in Chinese context, learners＇ need in communicating in English is low and the three teaching principles cannot necessarily lead to effective language learning. This suggests, that there is a lack of controllability and systematization in communicative approach itself. Consequently, it is not enough for Chinese learners to acquire linguistic knowledge and develop communicative competence through communicative approach alone.
出处
《广东第二师范学院学报》
2014年第2期91-97,共7页
Journal of Guangdong University of Education
关键词
交际教学法
交际能力
语言知识
交际活动
communicative approach
communicative competence
linguistic knowledge
communicativeactivities
