On the foreign language teaching and pedagogy in teaching after a comparative analysis.docVIP
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On the foreign language teaching and pedagogy in teaching after a comparative analysis
On the foreign language teaching and pedagogy in teaching after a comparative analysis
Paper Keywords: foreign language teaching pedagogy after teaching more Abstract: ‘After the teaching,’ since the late 20th century in the West emerged from the study of foreign language teaching beyond the traditional ‘teaching’ the concept of ideas as a new idea, it does not simply negate the traditional teaching methods, but In the study, analysis and in-depth study of traditional teaching methods based on the innovation of traditional teaching methods. It’s great contribution is to break the traditional teaching of thinking, the systematic teaching experience, so into theory, and re-defined teacher learners and teacher education in foreign language teaching role.
A succession of teaching After teaching method called after it to get rid of a respected teaching schools in one or overlay a variety of teaching methods of teaching, flexible, open, dynamic language teaching ideas, teaching lessons in the reasonable elements, inheritance and beyond teaching methods.
Centuries later, the language of each country around the world and foreign language teaching researchers and scholars have continued to study, explore the variety of teaching methods in order to propose a new theory is more effective for teaching services, foreign language education the most influential of the seven Large schools are:
(A) the translation method (Translation Method) (B) the direct method (Direct Method) (C) the audio-lingual method (Audiolingualism, Audiolingual Method) (D) Situational Method (Situational Method) (E) A Cognitive Approach (Cognitive Approach) (F) the communicative approach (Communicative Approach) (G) task-based approach (Task-based Language Teaching Approach) Advantages and disadvantages of various teaching methods through continuous learning and analysis, we find that they have found common feature is to ignore the specific teaching and learning environment,
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