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自七十年代后期起,国外语言习得理论研究者和教学法专家不断提出语言习得和课堂外语教学两者之间的关系这一重要问题。Taylor(1982)和其他一些学者对目前的教学动态进行了探讨,强调教学应向学习者提供更多能直接使用目的语(target language)的场所和机会,并提出外语课堂教学应与交际教学法融成一体:即让学生“沉浸”于使用目的语的环境之中,进行有意义的交际,鼓励学生参与解决问题和完成任何的交际活动。
Since the late 1970s, foreign language acquisition theory researchers and pedagogical experts have repeatedly raised the important issue of the relationship between language acquisition and classroom foreign language teaching. Taylor (1982) and other scholars discussed the current teaching dynamics, emphasizing that teaching should provide more places and opportunities for learners to directly use the target language, and put forward that foreign language classroom teaching should be compatible with communicative teaching method Into one: that the students “immersion ” in the context of the use of the target language, meaningful communication, encourage students to participate in problem solving and to complete any communicative activities.