摘要
本文比较了体演文化教学法(简称“体演文化”)和两种外语主流教学流派——交际法和听说法。交际法代表了以交际为主要教学目标的一种教学理念,听说法代表了以教授语言结构为主的教学理念。根据Edward Anthony的教学理念、教学规划和教学手段这个术语框架,本文对14个项目进行了比较分析。以文化为本位的体演文化以培养学习者的跨文化交际意识和相应的交际能力为目标。这与以培养交际能力为目标的交际法和以培养语言能力为目标的听说法不同。不同教学法教学目标的差异导致了一系列教学规划和教学手段的不同。这些比较建立了体演文化和其他教学理念之间的联系,同时也强调了体演文化作为一种教学体系对外语教学领域的贡献,从而进一步帮助读者提高对体演文化的理解。
This article compares the Performed Culture Approach(PCA)and two mainstream foreign language pedagogical approaches.The two mainstream teaching paradigms include the communication-oriented pedagogical framework,represented by the Communicative Language Teaching;and the linguistic-oriented approach,represented by the Audio-lingual Method.The author compares 14 items based on Edward Anthony’s framework of the three terms:approach,method,and technique.The learning goal of PCA is to cultivate learners’transcultural awareness and the corresponding communicative competence.This goal contrasts with Communicative Language Teaching,which aims to develop communicative skills,and the Audio-lingual Method,which targets language proficiency.Differences in learning goals result in various teaching methods and techniques.Through the comparisons,the author connected PCA with other popular and relevant foreign language approaches and highlighted the differences between PCA and these approaches,which help readers better understand what PCA contributes to foreign language pedagogy.
出处
《国际中文教育(中英文)》
2025年第2期3-17,共15页
International Chinese Language Education
关键词
体演文化
交际法
听说法
外语教学法
国际中文教育
Performed Culture Approach
Communicative Language Teaching
Audiolingual Method
foreign language pedagogical approach
international Chinese language education
