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在当今语言教学持久讨论中,在某一阶段通常会有人宣称,不存在最好的方法,或者说类似意思的话。这种宣称一般发生在无法作出结论的关于不同方法辩论的后期,其通常效果是颇突然地改变辩论本身的方向。这种宣称还带有不容置疑的口气,或者宽容和解的精神,使得试图驳斥这种说法的人显得无专业修养。结果是,人们很少看到对不存在最好的方法这句话究竟包含意思的详细考察。我认为,把这句话看作既有非表现行为意义又有命题意义是有裨益的。作为一种非
In today’s prolonged discussion of language teaching, there is often someone at one stage who claims that there is no best method, or something of similar meaning. This assertion generally takes place at a later stage of inconclusive debate about different methods and has the usual effect of suddenly changing the direction of the debate itself. This assertion also carries an unquestionable tone or a spirit of tolerance and reconciliation that makes it appear that there is no professional training for those who are trying to refute this claim. As a result, it is rare to see a detailed examination of what exactly does the phrase non-existence contain. I think it is helpful to think of this sentence as meaningful and propositional for both non-performance behavior. As a kind of non