何为“有效”的外语教学？——根植于本土教学环境和教学对象特点的思考

doi:10.3969/j.issn.1674-8921.2019.03.003

摘要/Abstract

摘要： 有效教学要根植于本土教学环境,基于国内英语学习者的特点,两个核心问题是“高量高质”的语言输入的贫乏以及教学对象长时期在教室环境下学习外语的经历并存在巨大的个体差异的事实。因此,有效的外语教学要以提高学生获得感为目的,要具有针对性、差别化、个性化。在此基础上我们提出了RfD教学模型。从设计上看,RfD教学模型试图通过创造语言的和内容的“知识差”,从而构建“共同责任”和“共同意向”,营造一个“社会的”或者说“交际的”语境,让学生在这个语境空间里接触和使用外语,在与他人口头互动中进行意义交流。根本上,RfD教学模型是一种内容与语言融合的教学,着重训练学生阅读、写作和口头交流的技能,在提升学生获得感的基础上,解决高量高质的语言输入贫乏的问题。

关键词: 有效教学, RfD教学模型, 意义交流, 口头互动

中图分类号:

H319

吴诗玉, 黄绍强. 何为“有效”的外语教学？——根植于本土教学环境和教学对象特点的思考[J]. 当代外语研究, 2019, 19(03): 37-47.

WU Shiyu, HUANG Shaoqiang. What Constitutes Effective College English Teaching? The Need to Take into Account Local Learning/teaching Contexts and the Characteristics of Chinese English Learners[J]. Contemporary Foreign Languages Studies, 2019, 19(03): 37-47.

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