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对我们大多数人都不能利用的一本书,为什么要发表评论呢?部分回答是,我们身居西方,难得有机会了解我们的苏联同行们究竟是怎样实施他们的教学艺术的,而对这本教科书的审阅倒是提供了这样一个机会。进一步的理由很简单,那就是罗戈娃(Rogova)写了一本引人注目的书。苏联的英语作为外语(EFL)教学可追溯到十八世纪中叶,那时,主要是出于军事上的需要;最早的教程是专为彼得堡的皇家军人设计的(参见 Howatt 1984)。如今,被招收进苏联中学系统的所有学生都得完成第二外语的五年学习;其中大部分学生选择英语。而且每学年的学习期限一直持续210至230天,使之跃居世界上学年长度之首(参见 King 1973)。苏联的英语教学“生意兴隆”,撰写一本教学书籍显然是受人欢迎的。
Part of the answer is why we are in the West and have a rare chance of knowing exactly how our Soviet counterparts are implementing their teaching art, and for that, why should we comment on a book that most of us can not use? The review of this textbook offers such an opportunity. The further reason is very simple, that is, Rogova wrote a compelling book. The Soviet Union’s teaching of English as a Foreign Language (EFL) dates back to the middle of the 18th century, largely due to military needs; the earliest tutorials were designed specifically for the Royal Military in Petersburg (see Howatt 1984). All students enrolled in the Soviet secondary school are now required to complete five years of their second foreign language; most of them choose English. And the duration of each academic year lasted 210 to 230 days, making it the world leader in school length (see King 1973). The Soviet Union’s English teaching “Business is booming”, writing a teaching book is clearly welcome.