5C目标教学原理.docxVIP

5C目标教学原理：21世纪实用英语习得指南5C目标教学 习得纯正实用英语5C-objective teaching: Acquiring real practical English上世纪90年代前后的美国外语教学，由于过于重视词汇和语法规则的学习，轻视实用能力的培养，导致美国当时也广泛存在与我国目前相似的“哑巴外语”现象。In the 1990s when the foreign language teaching in US put too much emphasis on vocabulary and grammar rather than practical abilities practical abilities, the phenomenon of “dumb English” widely existed at that time, which is very similar to our problems in China today. 为了扭转外语教学困境，从1993年开始，全美外语教学协会等四个美国国家语言机构在联邦政府资助下，结合乔姆斯基、克拉申等世界著名语言学家的二语习得理论成果，历时4年制定了颇具成效的课程标准，该标准将21世纪的外语学习目标归纳为5个以字母C开头的单词：In order to reverse the plight of foreign language teaching, since 1993, the National Association of Foreign Language Teaching and other three national language institutions in U.S., under federal government funding, have integrated the theoretical achievements in second language acquisition from Chomsky, Krashen, and other renowned linguists and finally decided to use 5 words starting with C as the foreign language education standards for the 21st century. The whole process has lasted 4 years. ●Communication（交际）：培养语感、语音、语调的基础，引领学生用英语进行交流。Based on cultivating sense of language, voice, tone, leading students to communicate in English●Cultures（文化）：接触英语丰富的文化内涵，了解英语国家当代的文化知识。Exposure to the rich culture contained by English, understanding the cultural knowledge in contemporary English-speaking countries.●Connections（贯连）：从其他学科中选择具有趣味性和挑战性的题目，进行分析和讨论。Selecting topics of interests and challenges from other disciplines to analyze and discuss●Comparisons（比较）：比较目的语与本国文化的不同点，增强学生的跨文化意识。Comparing culture of the target language and one’s own national culture, and enhancing students intercultural awareness.●Communities（社区）：模拟真实的任务和活动，开展各种各样的社区语言活动。Simulating the real tasks and activities, and carrying out a variety of community language activities.听说读写 学到的只是语言形式Through Listing, Speaking, Reading, and Writing, one only learns the formation of a language学英语=听说读写？最新研究表明，传统的听说读写采用分项教学，且将英语作为独立的学科，主要教授语言基础知识。与之相对应，5C目标教学原理经过实践检验，注重语言综合