| | | | | 论外语教学的逆向思维 | | | 何自然 | | | 逆向思维是人们的另类思维方式。当习惯性思路和实践不能带来预期的成果时 ,我们会改变做法 ,摒弃习惯性思路 ,另觅蹊径 ,“反其道而为之”。在外语教学中 ,一些因循守旧、墨守成规的方法会带来许多负面的影响。本文提出以逆向思维指导和改进外语教学 ,认为当前实践的“写长法”教学理念正是外语教学逆向思维的表现。作者除肯定“写长法”外 ,还从逆向思维的角度提出其他可供实践与验证的做法 ,并认为在逆向思维的指导下可以多视角地给外语教学提供新的理念 ,鼓励新的尝试 ,为我国外语教学改革作出新贡献。
【作者单位】：广东外语外贸大学外国语言学及应用语言学研究中心 广东广州510420
【关键词】：逆向思维;外语教学;写长法;听写法;比较法;逆学法;转移法
【分类号】：H319
【DOI】：cnki:ISSN:1004-5112.0.2004-06-000
【正文快照】：
传统的外语教学大都遵循着这样的路向 :必须打好“基础”或练好“基本功”。所谓“基础”或“基本功” ,说的是学外语得从音素、音标、字母开始 ,接着是强记单词、词组 ,然后是按语法规则造句 ,最后是靠单词表或词典的释义来理解和翻译短文、篇章。这样学习的结果使学习过程枯燥无味 ,学生迟迟不能开口说话 ,越练越提不起兴趣。正因为兴趣提不起来 ,先前的学习热情顿失 ,枯燥的“基本功”越训练越觉得枯燥 ,也就越不想学外语 ,从而形成一种外语学习过程的“恶性循环”。初学外语 ,不敢大胆实践 (上述的学习路子也抑制了实践的冲动 ,无从实践… | | |  推荐 CAJ下载  PDF下载 | | | CAJViewer7.0阅读器支持所有CNKI文件格式，AdobeReader仅支持PDF格式 | | | | Reverse thinking on foreign language teaching and learning | | | He Ziran | | | The reverse thinking is an alternative way of thinking. When conventional and usual practice does not bring anticipated results, we would change our minds, abandon the original approaches, and go other way round to do the opposite. The rigid old approaches in FL teaching and learning would bring about negative effects. This paper suggests a reverse thinking that guides and improves our FL teaching and learning. It holds that the teaching perception of “extensive writing training” is a reflection of the reverse thinking. The author, in addition to his approval of the “extensive writing training” method, proposes some other approaches to FL teaching and learning from the reverse thinking. He holds that, guided by the reverse thinking, we are able to gain from multi-visual angles new understanding and new attempts at FL teaching and learning, thus making new contributions to the FL teaching reform of our country.
【Keyword】：reverse thinking;FL teaching and learning;extensive writing training;writing to train hearing;differentiating dissimilarity;top-down learning;learner-oriented training |
| | | | | | 1 | Swain,M; Three functions of output in second language learning[A] [M];Principles and Practice in Applied Linguistics; 1995,年 | | 2 | Jonathan Culler, On Deconstruction,Beijing; Foreign Language Teaching and Research Press [M];; 2004年 | | 3 | Vygotsky,L.S; Mind in society Thedevelopment of higher psychological processes[M] [M];; 1978,年 | | 4 | Wertsch,J.V; Voices of the Mind:A sociocultural approach to mediated action[M] [M];; 1991年 | | 5 | Lightbown,P.M,&.Spada,N; How Languages Are Learned [M];; 2001年 | | 6 | Swain,M,and Lapkin,S; Problems in output and the cognitive processes they generate:A step towards second language learning[J] [M];Applied Linguistics,; 1995年 | | 7 | Nunan,David; Task-based language teaching:From theory to classroom practice [M];http://www.nunan.info/.; 2004年 | | 8 | Goodman K S,,Bird L B,&Goodman Y; The WholeLanguage Catalog[M] [M];; 1990年 | | 9 | Krashen,S.D; The input hypothesis:issues and implications[M] [M];; 1985年 | | 10 | Swain,M; The output hypothesis:just speaking and writing aren’t enough[J] [M];The Canadian modern language review,; 1993年 |
|
|
|
