英语语言测试论文资料
ChapterII
LiteratureReview
2.1ForeignLanguageTeachingDevelopmentinthe20恤Century
Aglance
at
thelanguageteachingapproachesinthepastcenturywillpresent
to
an
interestingpictureofhowvariedtheinterpretationsofwhatisthebestwayforeign
language.As
disciplinary
schools
of
teach
a
thought—-psychology,linguistics,
teachingmethodsalsohave
education,forwaxed
course
example--have
comeand
gone,language
and
wanedinpopularity.Teachingmethods,as‘approachesinaction’,areof
thepracticalapplicationoftheoreticalfindings.
Inthe19mcentury,traditional
Grammar.translationMethoddominated
language
language
teaching.Fromtheearly20m
tothe1980s,foreign
teachingdevelopedintoits
or
extremelyactiveperiod:newapproachesconstantlyemerged
gotupdated.The
differencebetweendifferentapproachesintheearlystageswasuncomplicatedwitheachnewmethodbrokeawayfromtheold.Forinstance,theDirectentirelyfromtheGrammar-translationMethod.From
Method
breaks
WorldWarItothe1970s,afew
ofteachingapproachesappeared,suchasreadingapproach,audio—lingualapproachcognitiveapproach.However,inthe1970s,variousapproacheshundredflowersblossomand
a
and
as
a
calve
intobeing
hundredschoolsofthoughtcontend,e.g.Community
Silent
LanguageLearning,Suggestopedia,the
SimplificationMethod,theNatural
on
Way,the
the
TotalPhysicalResponse,the
SO
Method,and
CommunicativeApproach,and
and
SO
forth.
SO
Howisitthat
manyapproachespopped
out
inthetwentiethcentury?Themain
reasonisthethrivingoflinguistictheories.Linguisticsisthescientificstudyof
language,itseems
learning.Applied
obviousthatsuch
a
studywouldhelp
a
lotin
languageteachingand
linguisticsisconducivetolanguageteachingforitextendstheoretical
linguisticsinthedirectionoflanguagelearningdecisions
on
and
teaching,helpsteachersmakebetter
states
thegoal
and
content
oftheteaching,andtheinsights
andimplication
thatlinguistictheorieshave
on
language
teaching
7
methodology.Linguisticbranches
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