交际教学法的背景论交际教学法在中国外语教学背景下的实施障碍以及应对策略

经典word整理文档，仅参考，双击此处可删除页眉页脚。本资料属于网络整理，如有侵权，请联系删除，谢谢！Abstract:CommunicativeLanguageTeaching(CLT)hasmadeagreatcontributiontoforeignlanguageteachingandthispointhasreceivedacknowledgementwithunanimity.However,forthisorthatreason,thisapproachcannotbeeffectivelyadoptedamongtheChineseEFLteachers.Aimingataddressingthisissue,thispaperwillanalysetheobstaclestoadoptingCLTinChinaandproposesomeremendationsfortheteachingmethodologyinSecondLanguageAcquisition(SLA).Thisarticlewillexpandfromthreeaspects.ThefirstsectionbrieflyreviewstheliteratureofCLT.Followingthis,thesecondsectionanalysestheobstaclestoadoptingCLT,includingtheChinesestudents"cognitivemodes,culturalideology,thewashbackeffectoflanguagetestingandtheclassroomteaching.Finally,thethirdsectionprovidessomeremendationsforthefutureEnglishteaching.Keywords:CLT;obstacles;cognitivemodes;culturalideology;languageremendations摘要：交际教学法为外语教学做出了巨大贡献，这一点在中国已得到普遍认可，但是由于种种原因，这一方法并没有被广大语言教师所采用。针对这一问题，本文将分析交际法未被广大外语教师采用的原因，同时对目前二语习得教学法提出一些解决措施。本文将从三部分展开。第一部分简要回顾交际法的概念以及实施原则；第二部分探讨了在中国教育背景下实施交际法的障碍，主要源于中国学生的认知模式，文化__，语言测试的后位效应，以及课堂组织的一些教学措施。__；语言测试；后位效应;二语习得；教学措施PartOne:AnIntroductiontoCommunicativeLanguageTeaching1.1HistoricaloriginsofCLTTheoriginsofCommunicativeLanguageTeaching(CLT)candatebacktothelate1960s,duringwhichBritishlanguageteachingwaspreparedforaparadigmshift(Richards&Rodgers,2000).Inparticular,duringthe1970s,anewviewoflanguagebegantoemerge.Languagewasseenas"asystemfortheexpressionofmeaning",ratherthanasystemofabstractsyntacticrules(Nunan,xx:p9),whichmaybeopposedtoChomosky"stheviewoftransformationallinguistics.Inthistheoreticalcontext,languageeducatorsbegantoquestionwhethertheywereteachingtomeetthegoalintherightway.Somelinguistsobservedthatlanguagelearnerswereabletoproducesentencesauratelyinaclass,buttheycouldnotusethemappropriatelywhengenuinelymunicatingoutsideoftheclassroom.Othersarguedthatbeingabletomunicatewithothersmayrequiremorethanmasteringlinguisticstructures.AshasbeensuggestedbyWiddowson(1978),studentsmayknowmanyrulesoforganizingthesentences,buttheycannotusethelanguage.Inthissense,languageteachingisnotonlytoteachourstudentsasetofrulestomasterandalargevocabularytomemorize.Onthecontrary,studentsmayrequireproficiencyinmunicativepetenceadvancedbyHymes(1971).Forthis,suchobservationscontributedtoashiftinthefieldofSecondLanguage