| 交际教学法中语境问题的比较研究 |
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| 引用本文： | 刘戈.交际教学法中语境问题的比较研究[J].广东教育学院学报,2014(4):87-91. |
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| 作者姓名： | 刘戈 |
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| 作者单位： | 广东第二师范学院 外语系,广东广州510303 |
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| 摘 要： | 从构成语境的五个因素(情景、参与者、目的、途径和行为顺序)入手,对交际教学法在源发语境(BANA)和使用语境(中国)的应用进行比较后发现:在交际教学法的源发语境中,英语教学是一种"在用中学"的工具型教学模式。在中国的使用语境中,英语教学是一种"学会使用"的课程型教学模式。这两种教学模式反映了不同的语言观和教学观。这些差异导致了交际教学法的有效性在中国的外语教学中受到了一定的限制。
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| 关 键 词： | 交际教学法 语境 工具型模式 课程型模式 |
A Contrastive Study of Contextual Factors in Communicative Approach |
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| LIU Ge.A Contrastive Study of Contextual Factors in Communicative Approach[J].Journal of Guangdong Education Institute,2014(4):87-91. |
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| Authors: | LIU Ge |
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| Institution: | LIU Ge(Department of Foreign Languages, Guangdong University of Education？Guangzhou, Guangdong, 510303, P .R. China) |
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| Abstract: | This paper contrasts the five contextual factors （ situation, participants, ends, act sequence and instrumentalities） of Communicative Approach between the original context （ BANA ） and the usage context （ China） . The findings suggest that in the original context, English language teaching （ ELT ） tends to be instrumentally-oriented,which is characterized as “learn by using”; while in the usage context, it is curriculum-oriented,which is typical of “learn to use”. Such discrepancy reflects the different philosophy in language and language teaching as leads to the fact that Communicative Approach does not correspond with many classroom contexts in China. |
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| Keywords: | Communicative Approach the original context the usage context instrument-oriented ELT curriculum-oriented ELT |
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