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当前,在特殊用途的英语(ESP)教学方面,确定学习者交际的需要已成为设计以交际需要为根据的教学大纲或教程的核心问题。要解决这一问题,当然要借助社会语言学理论,分析英语在一定社会环境中的使用情况。海姆斯(Dell Hymes)和哈利迪(Michael Halliday)等人在这方面曾有过精辟的论述。但是,将他们理论上的认识应用到教学大纲的设计,就需要比较具体地分析交际过程中涉及的各种因素。约翰·门毕的《交际的教学大纲设计》,同大卫·威尔金斯的《意念的教学大纲》一样,正是朝这个新方向努力的一个有意义的尝试。门毕把调查一个第二语言交际活动参加者的交际需要的过程看成是一台交际需要信息处理机(Communication Needs Processor)。本文试图通过这台处理机向读者简单介绍当前欧洲交际(功能-意念)派提议的又一套交际纲目。
At the moment, the need to establish learner communication in ESPs has become central to the design of syllabuses or tutorials based on communicative needs. To solve this problem, of course, we must use the theory of social linguistics to analyze the use of English in a certain social environment. There have been brilliant discussions in this area by people such as Dell Hymes and Michael Halliday. However, applying their theoretical understanding to the design of syllabus requires more concrete analysis of the various factors involved in the process of communication. John Membert’s Communicative Syllabus, like David Wilkins’s Syllabus of Ideas, is a meaningful attempt to work in this new direction. The door looks at the process of investigating the communicative needs of participants in a second language communicative activity as a communicative Needs Processor. This article attempts to give the reader a brief introduction of yet another set of communicative programs proposed by the current European communicative (functional-ideation) school.