英语语言测试论文资料
andcommunicativefunctionsoflanguage,givesimportance
to
learnersinlanguage
acquaintance,and
specific
setsgreatstore
bybuildingcapacityofcommunicationaccordingto
Approach
fertilizes
the
language
needsof
learners.TheCommunicative
teaching.
theoriesandmethodsof
Foreign
language
languageteachingmethodsdevelopedrapidlyinthetwentiethcentury,
whichisdisplayedinwhich
are
two
aspects.Thefirst
one
isthe
appearance
ofvariousmethods
discussedinaboveparagraphs.Thesecond
to
one
istheshiftfromthe
object
of
teaching,thatis
say,the
language,course
book
and
teachingmethods,tothe
subject
oflearning,thelearner.Intheearlyperiodofthe20thcentury,thefocalpointofstudy
Was‘what
to
teach’and‘how
to
teach’.Teachersandresearcherspaymoreattention
to
thedesignofsyllabusesandtextbookcompilation.Butplentyof
practicesprovedthat‘teaching’is
not
equal
to‘learning’.Solearners’functioninforeignlanguagelearning
mustbestudiedbesidesthestudyofexternalfactors:language,coursebooks,and
teachingmethods.Inthisaspect,Secondlotofstudies.This
causesa
LanguageAcquisition(SLA)conducts
a
great
shiftinmethodfrom‘howtoteach’to‘howtolearn,andin
focusfrom‘theteacher’to‘thelearner’.Inthe1980s,theCommunicativeApproach
Wasdividedintotwo
branches,strong
version
and
weakversion.Based
on
theformer,
a
Indianlinguist
Prabhuconductsthe
BangaloreProject,andputsforward
teaching
methodsbTask-BasedLanguage
Onlookingback
over
Teachinginwhich‘learningindoing’isemphasized.
history,we
to
canno
this
meandering
doubt
see
thecyclesof
changing
windsandshiftingsandsalluded
a
earlier.Insomewaysthecycleis,as
a
Marckward(1972)proposes,aboutquarterof
centuryin
length
or
roughly
a
generation.Inthisremarkablesuccessionofgeneration.So
our
changes,we
USto
learnedsomethingineach
cumulativehistoryhastaught
side
appreciatethevalueof‘doing’
languageinteractively,oftheemotional
oflearning,ofabsorbinglanguage
automatically,ofconsciouslyanalyzingit,andofpointinglearnerstowardthereal
worldouttherewheretheywill
use
languagecommunicatively
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