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任务型教学法在大学英语听力教学中的应用(13)

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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

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

and

as

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

studywouldhelp

lotin

languageteachingand

linguisticsisconducivetolanguageteachingforitextendstheoretical

linguisticsinthedirectionoflanguagelearningdecisions

on

and

teaching,helpsteachersmakebetter

states

thegoal

and

content

oftheteaching,andtheinsights

andimplication

thatlinguistictheorieshave

on

language

teaching

methodology.Linguisticbranches

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