为什么交际性教学法在中国课堂内遭遇“水土不服”?(英文)  

Why Does CLT Run into a Ditch in the Chinese Classroom?

作　　者：蒋晓峰[1] 

机构地区：[1]上海师范大学外国语学院,上海200234

出　　处：《语文学刊（外语教育与教学）》2012年第1期126-127,共2页Journal of Language and Literature

摘　　要：交际性教学法走进中国课堂已近二十年,但其效用却从未像人们预想中的那样显著。本文认为,在交际性教学法设计者的理想环境与一线教师的真实教学环境之间的差距必须得以填补。在这一观点的基础上,本文通过一项基于教师立场的实证研究对困扰我国英语课堂交际性教学法执行的主要因素进行了概括,以求提升我国英语教学的效力。Communicative Language Teaching(CLT) approach has been adopted in the Chinese classroom for nearly twenty years,but its efficacy has never been as remarkable as it is intended to be.In the very belief that a gap must be bridged between the idealised world of the CLT designer and the realistic context of the teacher,this paper,by means of an empirical study from the teacher's perspective,presents a snapshot of some most salient constraints plaguing the CLT in the Chinese classroom,with an aim to ratcheting up the effectiveness of English teaching in China.

关 键 词：交际性教学法 中国课堂 教科书 课程大纲 

分 类 号：H31[语言文字—英语]