| 交际教学法述评 |
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| 引用本文： | 黄泰铨.交际教学法述评[J].四川师范大学学报(社会科学版),2001,28(6):40-45. |
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| 作者姓名： | 黄泰铨 |
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| 作者单位： | 四川师范大学,外国语学院,四川,成都,610068 |
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| 摘 要： | 交际教学法虽然在英语教学中得到了广泛运用，而且在我国的英语教学或外语教学中已经成功地流行了20余年，但是许多英语教师和教学研究并没有完全认识其全貌。由于很多人只认识了其中一个层面，或把它当作不讲语法的听说法，或视之为改良的直接法，因此有必要对它进行重新界定。为了更好地了解此法，应从以下几个方面对交际法进行评述：它的形成和发展，它的基本主张，它的变体如任务教学法、活动教学法、平衡教学法和综合教学法，它存在的问题以及带给我们的启发。
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| 关 键 词： | 教学目的 教学内容 交际教学法 教学方法 外语教学 交际能力 教学模式 |
| 文章编号： | 1000-5315(2001)06-0040-06 |
| 修稿时间： | 2001年3月19日 |
Review of Communicative Approach |
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| HANG Tai,quan.Review of Communicative Approach[J].Journal of Sichuan Normal University(Social Science Edition),2001,28(6):40-45. |
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| Authors: | HANG Tai quan |
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| Abstract: | The communicative approach, though it earns a wide popularity in English teaching and it is a success in China's EFL/FLT classrooms over 20 years, does not gain a comprehensive recognition by many English teachers and researchers. A survey of this approach needs to be improved because many English teachers and researchers limit its application by utilizing one aspect of the approach, or consider it merely as audio oral instruction with no grammar teaching, or regard it as an enhanced direct method. For a better understanding of the approach, emphasis should be laid on the following aspects of the approach: its origins, its formation and development, its content, its various methods such as the task based method, the activity method and the balanced activities method, its weaknesses and our enlightenment gained from this approach. |
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| Keywords: | communicative approach origins formation content variety |
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