论交际法的教学效应  

作　　者：龙献平[1] 黄光大[1] 

机构地区：[1]东莞理工学院外语系,广东东莞523106

出　　处：《西安外国语学院学报》2005年第1期67-69,共3页Journal of Xi'an Foreign Languages University

摘　　要：本文对交际法的教学效应进行了探讨。主要观点有 :1)交际法不可能独立担当起培养交际能力的全部任务。交际法作为一种输出性的、运用交际来培养交际能力的教学手段 ,必须建筑在学习者较为熟练地掌握了语言能力的基础之上 ,而不是反过来。2 )交际法以培养交际能力为目的 ,开创了创设情景、设置信息差、设置交际任务、注重真实地运用语言进行教学交际活动的特色教学法 ,全盘否定是不可取的。有必要加强过程研究 ,在点点滴滴的教学中开发和创造利用所学内容真实交流的各种机会和条件 ,把传统法与交际法完美地结合起来。This article deals with the teaching effects of Communicative Approach. Our viewpoints are as follows: 1) It is an incorrect hypothesis that language teaching focusing on communicative skills 'will necessarily involve developing most areas of linguistic competence.' We can't develop communicative skills without linguistic competence. Linguistic competence must be trained first, communicative skills second rather than vice versa. 2) Communicative approach is not a complete error as some people argued. It has created a new approach of language teaching which is different from others in that it is neither repetition nor mechanical drills. It is real use of language to fulfill a range of communicative purposes. As a unique teaching approach, it is sure to survive and enrich our language teaching techniques. More investigations are needed to show when and where we can compromise communicative approach with our existing teaching approaches.

关 键 词：交际法 交际能力 语言能力 教学效应 语言交际活动 

分 类 号：H319[语言文字—英语]