首都师范大学876英语学科教学专业硕士历年考研真题及详解

目录

2010年首都师范大学876英语学科教学考研真题及详解

2011年首都师范大学876英语学科教学考研真题及详解

2012年首都师范大学876英语学科教学考研真题及详解

2013年首都师范大学876英语学科教学考研真题及详解

2014年首都师范大学876英语学科教学考研真题及详解

2015年首都师范大学876英语学科教学考研真题及详解

2016年首都师范大学876英语学科教学考研真题及详解

2017年首都师范大学876英语学科教学考研真题及详解

2018年首都师范大学876英语学科教学考研真题及详解

2010年首都师范大学876英语学科

教学考研真题及详解

一、请用英语解释下列名词，并举例说明：（每题8分，共40分）

1.secondlanguage

【参考答案】Aperson’ssecondlanguageorL2isalanguagethatisnot

thenativelanguageofthespeaker,butthatisusedinthelocaleofthat

person.Forexample,Englishisusedprimarilyassecondlanguagefor

Chinesestudents.Moreinformally,asecondlanguagecanbesaidtobeany

languagelearnedinadditiontoone'snativelanguage,especiallyinthe

contextofsecond-languageacquisition(thatis,learninganewforeign

language).

2.negativetransfer

【参考答案】

Languagetransfer(alsoknownasL1interference,linguistic

interference,andcross-linguisticinfluence)referstospeakersorwriters

applyingknowledgefromonelanguagetoanotherlanguage.Itisthetransfer

oflinguisticfeaturesbetweenlanguagesinthespeechrepertoireofa

bilingualormultilingualindividual,whetherfromfirsttosecond,secondto

firstormanyotherrelationships.

Whentherelevantunitorstructureofbothlanguagesisthedifferent,

linguisticinterferenceasasourceoferrorscanresultinnegativetransfer.For

example,Germanlearnerswhosaid‘Ihavehungry’for‘Iamhungry’would

bedisplayingnegativetransfer.

3.informalL2learning

【参考答案】InformalL2learningisanyL2learningthatisnotformal

learningornon-formallearning,suchasself-directedlearningorlearning

fromexperience.Informallearningisorganizeddifferentlythanformaland

non-formallearningbecauseithasnosetobjectiveintermsoflearning

outcomesandisneverintentionalfromthelearner’sstandpoint.Forall

learnersthisincludesheuristiclanguagebuilding,socialization,enculturation,

andplay.Informallearningisapervasiveongoingphenomenonoflearning

viaparticipationorlearningviaknowledgecreation,incontrastwiththe

traditionalviewofteacher-centeredlearningviaknowledgeacquisition.

4.interpersonalcompetence

【参考答案】Interpersonalcompetenceistheabilitytochooseatypeof

communicationthatismosteffectiveinagivensituation.Suchcompetency

empowersindividualstoachievethegoalsofanycommunicationinamanner

thatisbestsuitedforallpartiesinvolved.Theoristshavebrokendown

interpersonalcompetenceintospecificcategoriesasfollows:knowledge,skill

andmotivation.Knowledgepointstotheabilitytoknowwhatkindsof

actionsarebestsuitedtoasocialsituation.Skill,inthissense,signalsthe

abilitytobestchooseandfollowthroughwithabehavioraccordingtothe

situation.Motivationisthedrivetocommunicateinamannerbestsuitedfor

thecontext.Forexample,refusalskillsincludetheabilitytosay“no”

repeatedlytoadangerousoffer,askquestionsfromapersonwhoispushinga

hazardousactivityonanother,providereasonsagainstengaginginunsafe

behavior,andrelyonlight-heartedremarkstodiffuseatensesituation.

5.feedback

【参考答案】Feedbackreferstoanyinformationorcriticismthatis

giventosomeonetosaywhatcanbedonetoimproveaperformance,

product,etc.Thepurposeoffeedbackistoprovideinformationand

observationsaboutaperformance,apaperoranotherproject.Teachersand

employersprovidefeedbacktostudentsandemployeestohelpthemimprove

inthefuture.

二、请用英语回答下列问题：（每题15分，共60分）

1.Whatistherelationshipbetweeninput,interactionandoutput?Please

baseyourdiscussiononanEFL(Englishasaforeignlanguage)classroom

setting.

【参考答案】

Therelationshipbetweeninput,interactionandoutputisclosely

interrelated.

Inputisoneofthemostimportantelementsintheprocessofsecond

languageacquisition(SLA).AsGass(1997)pointsout,second-language

learningsimplycannottakeplacewithoutinputofsomesort.Sincethen,

specificissueshavebeenactivelydebatedinSLAonthenatureofinputand

inputprocessing:

(1)Theamountofinputthatisnecessaryforlanguageacquisition,

(2)Variousattributesofinputandhowtheymayfacilitateorhinder

acquisition,and

(3)Instructionalmethodsthatmayenhanceinput.

Therearetwokindsofinput.Apperceivedinputcharacterizesthe

awarenessofnewL2informationthatisnotyetpartofthelearner’sL2

repertoire.Comprehendedinputgoesonestepbeyondrecognition.Itmaybe

analyzedandhasthepotentialofbeingassimilatedthroughtheprocessof

intake.Psycholinguisticprocessingoccursatthisstagewherenew

informationmaybematchedagainstexistingstoredknowledge.Thenext

stage,interaction,involvesstorageofnewinformationforlateruse,

hypothesisformulation,andconfirmationorreformulationofexisting

hypotheses.Thefinalstage,output,isan“overtmanifestation”ofthe

acquisitionprocess.Thedifferentstagesmaybeinfluencedbyanumberof

factors,suchassaliencyandfrequency,priorknowledge,andattention,as

wellasbyaffectivefactors.Thecentralityofinteractionisanessentiallink

betweeninputandoutputinL2development.Outputisthelearner’sovert

manifestationofL2knowledge,andmaybeinfluencedbyfactorssuchas

confidenceandstrengthofknowledgerepresentation.Inputservesasa

triggerforinnateprinciplesofUGandtosetlanguageUGandtoset

language-specificparameters.Allinternalknowledgecomesfrominteraction.

Outputishowthelearnermediateshighercognition.Interactionprovides

negativeevidence.

2.Whatarethekeyassumptionsoftask-basedlanguageteaching?

【参考答案】

Task-basedlanguageteachingisastudent-centeredapproachtosecond

languageinstruction.Itisanoffshootofthecommunicativeapproach,

whereinactivitiesfocusonhavingstudentsuseauthentictargetlanguagein

ordertocompletemeaningfultasks,i.e.situationstheymightencounterinthe

realworldandotherproject-basedassignments.Thisprojectcouldinclude

visitingthedoctor,makingaphonecall,conductinganinterviewinorderto

findanswerstospecificquestionsorgatheringinformationtomakeaposter

oradvertisement.

Intask-basedteaching,thecenterofthelearningprocessmovestothe

studentsthemselvesandallowsthemtocometotherealizationthatlanguage

isatooltotackleand(re)solvereal-worldproblems.Theprocessoftask-

basedlearningitselfteachesimportantskills.Studentslearnhowtoask

questions,howtonegotiatemeaningandhowtointeractinandworkwithin

groups.Withinthisgroupwork,theyareabletoobservedifferentapproaches

toproblemsolvingaswellastolearnhowothersthinkandmakedecisions.

Theseareallskillsthatourstudentswillneedinordertobesuccessfulinthe

realworld,regardlessofwhichlanguage(s)theyusethere.Inaddition,task-

basedteachingprovidesstudentswiththelinguisticcomponentstheywill

needtoaccomplishthesereal-worldtasks.Theseinclude:Howtointroduce

themselves,howtotalkaboutthemselves,theirfamilies,theirinterests,their

likesanddislikes,theirneeds,etc.intherightsocio-culturalcontext.By

movingthefocusawayfrommechanicaldrills—althoughsuchdrillsdostill

havetheirplaceeventodayinlanguageteaching,especiallywhenteaching

highlyinflectedlanguages—task-basedteachingfocusesoncommunication

andinteraction,usingappropriatelanguageatthecorrecttime.

Allinall,keyassumptionsoftask-basedlanguageteachingareas

follows:

(1)Focusonprocess.

(2)Emphasisoncommunicationandmeaning.

(3)Languagelearnedbyinteractingcommunicativelyandpurposefully.

(4)Activitiesandtaskscanbeachievedinreallifeandhavea

pedagogicalpurpose.

(5)Activitiesandtasksofatask-basedsyllabusaresequencedaccording

todifficulty.

3.Pleasedescribeordesignaclassroomactivitythatisinlinewiththe

principlesofcommunicativelanguageteaching.

【参考答案】

Communicativelanguageteaching(CLT),orthecommunicative

approach,isanapproachtolanguageteachingthatemphasizesinteractionas

boththemeansandtheultimategoalofstudy.Languagelearnersin

environmentsutilizingCLTtechniques,learnandpracticethetargetlanguage

throughtheinteractionwithoneanotherandtheinstructor,thestudyof

“authentictexts”(thosewritteninthetargetlanguageforpurposesotherthan

languagelearning),andthroughtheuseofthelanguagebothinclassand

outsideofclass.Learnersconverseaboutpersonalexperienceswithpartners,

andinstructorsteachtopicsoutsideoftherealmoftraditionalgrammar,in

ordertopromotelanguageskillsinalltypesofsituations.Thismethodalso

claimstoencouragelearnerstoincorporatetheirpersonalexperiencesinto

theirlanguagelearningenvironment,andtofocusonthelearningexperience

inadditiontothelearningofthetargetlanguage.

AccordingtoCLT,thegoaloflanguageeducationistheabilityto

communicateinthetargetlanguage.Thisisincontrasttopreviousviewsin

whichgrammaticalcompetencewascommonlygiventoppriority.CLTalso

focusesontheteacherbeingafacilitator,ratherthananinstructor.

Furthermore,theapproachisanon-methodicalsystemthatdoesnotusea

textbookseriestoteachEnglish,butratherworksondevelopingsound

oral/verbalskillspriortoreadingandwriting.

Theprinciplesofcommunicativelanguageteachinginclude:

(1)AuthenticTextsintheForeignLanguageClassroom

Discussionsaboutreal-lifelanguageuseoftenmentiontheroleof

authentictextsandauthenticmaterials.Dr.Garzadefinesauthenticlanguage

as“languageproducedbynativespeakersfornativespeakerstobeconsumed

inanativeenvironment.”Butthisleadstofurtherquestionsaboutthe

appropriateuseofauthentictextsinaforeignlanguageclassroom.Afterall,

theclassroomisnottobeconfusedwiththe“nativeenvironment.”

(2)Integration

Despitecontinuedreferencetoseparatelanguageskills(e.g.,speaking,

listening,reading,andwriting)withintheteachingprofession,moreand

moreforeignlanguageeducatorsemphasizeanintegratedcurriculum.In

otherwords,mostteachersrecognizethatthefourlanguageskillssupport

eachotherandarefoundtogetherinreal-lifelanguageuse.Somepedagogues

suchasDr.Garzacallfortheintegrationofallfourskillsbyemphasizingthe

over-archingconstructofculture.Tohim,culturetieslanguageskillsanduse

togetherintoamorecoherentcurriculum.

(3)Sequencing

Regardlessoftheparticularmodule(e.g.,speaking,reading,pragmatics,

grammar,etc.),instructorsstresstheimportanceofsequencingactivitiesto

formalogicalprogression.Despiteitsimportanceforlearning,novice

teachersseemtofindtheconceptofpedagogicalsequencing,orlayering,

challengingattimesbecauseitrequirestheteachertohavethebigpicture—

howthepiecesofeachactivitybuildonpreviousactivitiesandleadtoafinal

whole.

4.Howdoyouunderstandthedifferencesbetweenthe“methodsera”

andthe“post-methodsera”?

【参考答案】Kumaravadivelu(1994)identifiedwhathecalledthe

‘post-methodcondition’,aresultof‘thewidespreaddissatisfactionwiththe

conventionalconceptofmethod’.Ratherthansubscribetoasinglesetof

procedures,post-methodteachersadapttheirapproachinaccordancewith

local,contextualfactors,whileatthesametimebeingguidedbyanumberof

‘macro-strategies’.Twosuchmacro-strategiesare‘Maximiselearning

opportunities’and‘Promotelearnerautonomy’.Andinamuch-citedpaperin

1990,Prabhuarguedthatthereisnoonemethod,butthatindividualteachers

fashionanapproachthataccordsuniquelywiththeir‘senseofplausibility.’

三、论述题（请用英语作答）：（每题25分，共50分）

1.Whataresomeofthesourcesoflearnerdifferencesinforeign

languagelearning?Pleaseillustrateyourpointswithexamplesrelatedtoyour

ownlearningexperienceand/orthoseofpeoplearoundyou.

【参考答案】

Thesourcesoflearnerdifferencesinforeignlanguagelearninginclude:

(1)LanguagePotential

Languagepotential,whichisanintrinsictalent,referstocognitive

abilityorthecapacitytolearnalanguage.Toimprovestudents’English

competencemeanstodeveloptheirphoneticcodingability,grammatical

sensitivity,inductivelanguagelearningabilityandassociativememory.

Phoneticcodingabilityisanabilityrelatedtoprocessingsounds.

Grammaticalsensitivityreferstotheabilitytoperceivepatternsand

formulaterulesfromsamplesoflanguage.Inductivelanguagelearningability

concernstheskillofcreatingorderfromlanguageinputs.Associative

memoryisabouttheabsorptionandassimilationofnewlearningmaterials.

Sincedifferentstudentshavedifferentlanguagepotentials,teachersshould

varytheirmethodsaccordinglytoachieveeffectiveresultsfromthelearning

process.

(2)CognitiveStyle

Cognitivestyleisusedtodescribeanindividual’scharacteristic

approachtoreceiving,saving,transferring,withdrawingandutilizing

information.Itencompassesnotonlydifferencesincognitiveprocessingsuch

asindividualconsciousness,memoryandthinkingpatterns,butalsoin

cognitivefunctionssuchasindividualattitudesandmotivation.Students’

cognitivestylesdictatehowtheyfunctioninthelearningprocess,andifthere

isconcordamongcognitivestyles,teachingstyles,andlearning

environments,studentswilltendtohavebetteracademicachievement.

Therefore,teachersshouldunderstandandvaluedifferentcognitivestylesin

studentssothatmoreeffectivelearningcantakeplace.

(3)Emotion

Studentsinelementaryandmiddleschoolarealsoaffectedbyemotional

elements,suchaslearningmotivation,attitudesandcharacter.

①Learningmotivation

Learningmotivationisaninnerprocessorpsychologicalstate,

stimulatinganindividual’slearningactivities,maintainingexistinglearning

activities,andboostingfocusonthelearninggoal.Itisaninnerdriveto

learn,anditisalsoakeyfactorinsuccessinlearning.Learningmotivationis

vitaltothestarting,maintainingandcompletingoflearningactivities.

Studentswithstrongmotivationhavedefinitelearninggoals,lasting

enthusiasm,focusedattentionandgoodacademicachievement.Conversely,

lackoflearningmotivationismorelikelytohaveanegativeeffecton

learning.

②Attitude

Attitudereferstothedefinitepurposesonehas,andeffortsonemakesin

certainconcreteactivities.Generallyspeaking,studentswhoareinterestedin

thetargetlanguagecountry’sculture,lifestyle,history,andsocialcustoms

usuallyholdpositiveattitudestowardthetargetlanguage,andasaresult,

attainrelativelyhighlearningefficiency.Ontheotherhand,studentswitha

hostileattitudefinditdifficulttolearnwell.Inaddition,theirattitudestoward

learningmaterials,theorganizationofactivitiesandteachersalsoaffecttheir

learningefficiency.

③Character

Characterreferstotherelativelystable,butalsovariable,psychological

propertiesofaperson’sattitudesandbehaviors.Itisanimportantemotional

elementanditpartiallydetermineshowwellanEnglishlearnercanperform.

Charactercanbesub-dividedintointrovertandextroverttypes.Rod

Ellis(1994)pointedoutthatanextrovertedtypebringsbenefitsfor

communicativestudy,becausethepreferenceforcommunicationandless

concernoferrorscancreatemorelearningopportunities.Theintrovertedtype

hasmoreadvantagesincognitiveacademiccompetenceinlanguage-learning

becausethestabilityofthistypesuitsstudyinreadingandwriting.The

ultimatepurposeofanalyzingandresearchingstudents’characterdifferences

istomaketeachersfullyunderstandtheindividualdifferencesanddifferent

psychologicalstatesofstudents,soastoenhancethegainsfromany

particularteachingoccasion.

2.Secondlanguageacquisitionresearchseemstotaketwotrends:the

cognitivetrendfocusesmoreonthepsychologyofSLA,whilethe

socioculturaltrendfocusmoreonthesocialcontextsofSLA.Howdoyou

understandtherelationshipbetweenthetwotrends?

【参考答案】

Theyaretwotheoreticalframeworkofsecondlanguageacquisition.The

researchonsecondlanguageacquisitionbasedonsocioculturaltheorymainly

focusesonthemoderatingroleofsocialcultureinsecondlanguage

acquisition,andstudiestheinfluenceofsocialenvironmentfactorssuchas

tasktypeandinterlocutor’sgender,identityandstatusonsecondlanguage

output.Itemphasizesthecomplexityandvariabilityoflanguageacquisition

developmentandpaysmoreattentiontotheinteractionbetweenhumanand

socialculture.Thesocioculturaltheoryprovidesacomprehensiveperspective

forthestudyoflearners’language,andmakeslearnersintegratewithsociety,

whichisinseparablefromthestudyoflanguageknowledgeandlanguage

use.

Thestudyofsecondlanguageacquisitionfromtheperspectiveof

cognitionmainlyfocusesonthecognitiveprocessoflanguagelearnersand

itsinfluencingfactors,andprobesintotheproblemsoflanguageinputand

output,languagelearningabilityandstrategyapplicationabilityoflearners.

Theadvantageofsecondlanguageacquisitionresearchmethodsfrom

cognitiveperspectivetomeasureindividualfactorssuchaslearners’learning

ability,memory,strategiesistohighlightadvantagesbetweengroups,

describelanguagedevelopmentprocessfromamacrolevel.However,by

dividingthecomplexphenomenonofthelanguagecognitionintoasingle

parametertostudyrespectively,itignorestheinteractionofmultiplefactors,

andisoftenunabletocapturethedynamicchangesofthecognitiveprocess.

2011年首都师范大学876英语学科

教学考研真题及详解

一、请用英语解释下列名词，并举例说明：(每题8分，共40分)

1.Interlanguage

【参考答案】Interlanguageisdefinedasthesystematicknowledgeof

languagethatisindependentofbothsystemsofthelearner’sfirstlanguage

andthesecondlanguagethatheorsheistryingtoacquire.Itisaunique

languagesystembecauseitisneitherfirstlanguagenorsecondlanguage,but

atthesametimebearssomeresemblancestoboth.Accordingto

Interlanguagetheory,interlanguagefunctionsasarelativelysystematicand

dynamictransitionfrominitialknowledgeofalanguagetonativeproficiency

duringtheprocessoflanguagelearning,whichisalwaysregardedasan

unstablesetoflanguagecharacteristicsproducedbylearners.Itsfossilization

isauniversalphenomenoninsecondlanguageacquisition.

2.CriticalPeriodHypothesis

【参考答案】CriticalPeriodreferstoatimeduringanorganism’slife

spanwhenitismoresensitivetoenvironmentalinfluencesorstimulation

thanatothertimesduringitslife.AccordingtoCriticalPeriodHypothesis,

thereisanidealtimewindowtoacquirelanguageinalinguisticallyrich

environment,afterwhichfurtherlanguageacquisitionbecomesmuchmore

difficultandeffortful.Thecriticalperiodhypothesisstatesthatthefirstfew

yearsoflifeisthecrucialtimeinwhichanindividualcanacquireafirst

languageifpresentedwithadequatestimuli.Iflanguageinputdoesnotoccur

untilafterthistime,theindividualwillneverachieveafullcommandof

language—especiallygrammaticalsystems.Asforsecondlanguage

acquisition,thestrongestempiricalevidenceforthecriticalperiodhypothesis

isinthestudyofaccent,wheremajorityoftheolderlearnersdonotreacha

native-likelevel.

3.languagecommunity

【参考答案】Languagecommunityisaterminsociolinguisticsand

linguisticanthropologyforagroupofpeoplewhousethesamevarietyofa

languageandwhosharespecificrulesforspeakingandforinterpreting

speech.AccordingtoLabov,thespeechcommunityisnotdefinedbyany

markedagreementintheuseoflanguageelements,somuchasby

participationinasetofsharednorms;thesenormsmaybeobservedinovert

typesofevaluativebehavior,andbytheuniformityofabstractpatternsof

variationwhichareinvariantinrespecttoparticularlevelsofusage.Itshifts

theemphasisawayfromanexclusiveuseoflinguisticcriteriatoasearchfor

thevariouscharacteristicswhichmakeindividualsfeelthattheyaremembers

ofthesamecommunity.

4.pragmaticcompetence

【参考答案】Pragmaticcompetenceisonecomponentofthe

communicativecompetence,whichreferstotheappropriateuseofthe

languageinsocialcontext.Thatistosay,thechoiceofthevocabularyand

structuredependsonthesetting,therelativestatusofthespeakers,andtheir

relationships.

5.ContrastiveAnalysis

【参考答案】Contrastiveanalysisisaninductiveinvestigativeapproach

basedonthedistinctiveelementsinalanguage.Itinvolvesthecomparisonof

twoormorelanguagesorsubsystemsoflanguagesinordertodetermineboth

thedifferencesandsimilaritiesbetweenthem.Itcouldalsobedonewithin

onelanguage.Contrastiveanalysiscanbeboththeoreticalandapplied

accordingtovariedpurposes.Therearetwomajorkindsofcontrastive

analysis:intralingualoneandcross-linguisticone.Insecondlanguage

teaching,CAemphasizesdifferencesbetweenlanguagesratherthan

similarities;itcontrastsL1andL2viathelearner’sinterlanguageratherthan

directly;anditispedagogicallyorientedwiththeaimtodiscoverandpredict

learningproblemsanddifficulties.

二、请用英语回答下列问题：(每题15分，共60分)

1.Whatarelearnerdifferences?Pleaseelaborateononeofthem.

【参考答案】

(1)Peoplelearnindifferentways.Somepeoplehaveaninstinctiveear

andlikelearningfromhearingandlistening,whileotherspreferactionsuch

asmakingthingswiththeirhands,andwalkingabout.Thisisbecause

differentpeoplehavedifferentlearningstyles.Theyaredifferentlearners.

Theypreferdifferentactivitiesintheclass.

(2)Therearemajoreightdifferenttypesoflearners:visuallearners

(learnthrougheyes/seeing);auditorylearners(learnthroughtheear/hearing);

tactilelearners(learnthroughtouch/hands-onactivities);kinestheticlearners

(learnthroughbodyexperience;grouplearners(learnthroughworkingwith

others);individuallearners(learnthroughworkingalone);authorityoriented

learners(learnbylisteningtotheteacher).

(3)Taketactilelearnersforexample.Tactilelearnersarethetypeof

learnersthatlearnmoreeffectivelythroughtouch(hands-on).Thatistosay,

theylearnthingsbydoing.Theyneedtodothingswiththeirhands,e.g.

writingwithapenonapieceofpaperordoinghandcrafts.

【解析】首先解释什么是学习者差异，然后列出学习者差异的八种

类型，再任意选取其中一种作详细解释即可。

2.WhatarethegoalsofCooperativeLanguageLearning?

【参考答案】

(1)CooperativeLanguageLearningisgrouplearningactivityorganized

sothatlearningisdependentonthesociallystructuredexchangeof

informationbetweenlearnersingroupsandinwhicheachlearnerisheld

accountableforhisorherownlearningandismotivatedtoincreasethe

learningofothers.Itisworkingactivelyinsmallgroupstomaximize

learningtowardacommongoal.Cooperativelanguagelearningisbasedon

thestructuralandfunctionalmodelsaswellasinteractionalmodelsof

languageandonthecommunicativetheoryoflearning,thatis,learner

developcommunicativecompetenceinalanguagebyconversinginsocially

orpedagogicallystructuressituations.

(2)Thekeyelementsofsuccessfulgroup-basedlearning:positive

interdependent;groupformation;individualaccountability;socialskillsand

structuringandstructures.Therearethreetypesofcooperativelearning

groupswithdifferentgoals:formalcooperativelearninggroupsthatlastfrom

oneclassperiodtoseveralweeksandareestablishedforaspecifictaskand

involvestudentsworkingtogethertoachievesharedlearninggoals;informal

cooperativelearninggroupsthatlastfromafewminutestoaclassperiodand

areusedtofocusstudentsattentionortofacilitatelearningduringdirect

teaching;andcooperativebasegroupthatconsistsofheterogeneouslearning

groupswithstablemembershipwhoseprimarypurposeistoallowmembers

togiveeachotherthesupport,helpandencouragementtheyneedtosucceed

academically.

(3)Thecommongoalsofcooperativelanguagelearningarefostering

cooperationratherthancompetition;developingcriticalthinkingskills;

enhancinglearnermotivationandreducinglearnerstress;anddeveloping

communicativecompetence.Itrealizesthesegoalsbygivingteachers

freedomtomasternewprofessionalskills,particularlythoseemphasizing

communicationandprovidingopportunitiesforlearnersr=todevelop

successfullearningandcommunicationskills.

【解析】首先给出合作学习的含义以及理论基础；其次分析合作学

习的主要类型并分别分析各自的目标，最后分析合作学习的普遍目标以

及实现这些目标的方法。

3.HowdoyouunderstandtherelationsbetweenCommunicative

LanguageTeachingandTask-BasedLanguageTeaching?

【参考答案】

(1)Generallyspeaking.Task-basedLanguageTeachingisafurther

developmentofCommunicativeLanguageTeaching.Itsharesthesame

beliefsintheuseoflanguageinreallife,butstressestheimportanceto

combineform-focusedteachingwithcommunication-focusedteaching.

(2)CLTisanapproachtotheteachingofsecondorforeignlanguage

thatemphasizesinteractionasboththemeansandultimategoaloflearning

andteachingalanguage.Asasolutiontobridgethegapbetweenclassroom

languageteachingandreallifelanguageuse,thegoalofCLTistodevelop

students’communicativecompetence,whichincludeslinguisticcompetence,

pragmaticcompetence,discoursecompetence,strategiccompetence,and

fluency.AccordingtoCLT,teachingmustenablelearnerstograspthefive

componentsofcommunicativecompetence,notjustthelinguistic

competence,sotherearethreeprinciplesofCLT:communicativeprinciple

thatrequiresactivitiesthatinvolverealcommunication;taskprinciplethat

requiresactivitiesinwhichlanguageisusedforcarryingoutmeaningful

tasks;andmeaningfulnessprinciplethatrequirestoteachinglanguagethatis

meaningfultothelearners.

(3)TBLTontheotherhand,referstoanapproachbasedontheuseof

tasksasthecoreunitofplanningandinstructioninlanguage,whichiswidely

promotedinEnglishlanguageteachingnowadays.Task-basedLanguage

TeachingisafurtherdevelopmentofCommunicativeLanguageTeaching.It

sharesthesamebeliefsintheuseoflanguageinreallife,butstressesthe

importancetocombineform-