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从认知心理学角度探讨母语在英语学习中的积极(21)

时间:2025-07-07   来源:未知    
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讨母语在英语学习中的积极作用

With

theintroductionofKrashen’SlearningmodelintoChineseclassroominearly

90slastcentury,communicative

approach鲥m

quickpopularity.Recently,alotof

peoplefeelthattheirpedagogicalideasandteachingpracticesshouldbedirectedtothe

objectiveofmakingforeignlanguageteaching

more‘communicative’in

China.

Althoughtheirideasandpracticesa聆not

precisereflectionofthedefinitionof

communicativeapproach,they

workinginthisabletocreate

essence

aarea

doreflect

communicativeorientation.Mostofthose

languageteaching

or

as

haveseentheinstrumentalaimof

being

competenceto

commanicatein

second

foreign

language.The

ofthe

communicative

approachliesinlearningbygenuine

communication

ratherthanstructuredpaRemdrillexercises.1iesin缸emphasison‘process’rather

than‘product’,lies

inthelearner-centered

model

rather

thanteacher-centered,lies

in

thecreationof‘authentic’asopposedto‘pseudo-authentic’linguisticenvironment.

2.2.2CurrentEFLPracticeinChina

UnderKrashen’Scomprehensive

and

authenticinputtheory,severalrevolutionsry

teachingandlearning

trends

are

conspicuousseenrecently.

Trend

I:ThestartingageforEnglishlearning

isbecomingsmallerandsmaller.

Backintheauthor’Stimes,allthe

or

childrenbegantolearnEnglishattheageoftwelve

thirteen,thatisinmiddlesch001.Severalyearslaterinthemiddle90s,children

weretoreceiveEnglish

educationatthe

ageof10intheirprimarysch001.Verysoon,

children

Rre

required

to

learnEnglishupontheirentryintotheprimarysch001.

toseelittle

Currently,itisquitecommon

Chinese

kidsinthekindergartenlearn

English

and

simultaneously.Mostteachers

andparentsstilltlliI血theearlierage,thebetter

learningeffect.

TrendII:‘Bilingual’Practiceisinfullswing.

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