摘要
在二语习得研究领域内有关语言知识教学的作用的争论都会在教学方法中得到反映 ,文章通过对几种主要教学流派 (交际法 ,任务型教学法 )寻求形式和意义平衡的过程的描述 ,指出在现阶段的外语教学切忌采取极端的做法 ,应该从外语学习本质。
Pedagogic approaches tend to reflect the debate on the effectiveness of formal instruction on the second language acquisition. This article will describe how the communicative approaches and task-based approach seek the balance between form and meaning. It is argued that any approach should not represent extreme positions, and that as far as the nature of foreign language learning and educational objectives are concerned, an intermediate approach is necessary in which the central feature is a balance between form and meaning.
出处
《齐齐哈尔大学学报（哲学社会科学版）》
2003年第3期118-121,共4页
Journal of Qiqihar University(Philosophy & Social Science Edition)
关键词
教学流派
形式
意义
平衡
pedagogic approaches
form
meaning
balance
