有效学习第二语言的条件与教学模式的对比和选择  

The Conditions of Effectively Learning a Second Language and the Comparisons and Options between the Teaching Patterns

作　　者：张一平[1] 

机构地区：[1]兰州大学外国语学院,甘肃兰州730000

出　　处：《兰州大学学报（社会科学版）》2006年第6期151-158,共8页Journal of Lanzhou University（Social Sciences）

基　　金：教育部大学英语教学改革基金项目(598211)资助

摘　　要：从第二语言习得和课堂教学的角度探讨了有效学习外语的四个必要条件,并据此对“传统的外语教学”(PPP)和“任务型语言教学”(TBLT)模式进行了分析和对比。理论层面的分析表明,PPP模式不能满足有效学习外语的必要条件,而TBLT模式则能满足这些条件。对两种教学模式的对比表明,PPP和TBLT是建立在两种完全对立的语言观和对语言学习过程完全对立的认识基础之上。尽管TBLT本身还存在着一定的缺陷,然而,从有效学习外语的四个必要条件来看,TBLT无疑是能够满足大学英语教学目标的教学模式之一。This paper explores the four necessary conditions of effectively learning a foreign language from the view of second language acquisition and classroom instruction. It also analyses and compares the two different teaching patterns of ‘presentation, practice, production＇ （PPP） and ＇task-based language teaching＇（TBLT）. It is indicated from the analyses of the theories that the PPP pattern, which has been dominating the foreign language teaching and learning in China, can not meet the four necessary conditions of effectively learning a foreign language, while the same conditions can be satisfied by the TBLT pattern established on the base of the theoretical findings of the second language acquisition. The comparison between the two teaching patterns shows that PPP and TBLT are established on the base of two totally contradictive understanding of a language and the process of learning a language. Although there are certain shortcomings in TBLT itself it is no doubt that it is one of the patterns which can meet the aim of college English teaching from the point of view of the four necessary conditions of effectively learning a foreign language.

关 键 词：第二语言习得 PPP模式 TBLT模式 

分 类 号：H319.3[语言文字—英语]