外语教师对课堂互动的认知误区分析  

Second Language Teachers' Misconceptions on Classroom Interaction

作　　者：李梦莉[1] 

机构地区：[1]宁波大学外语学院,浙江宁波315211

出　　处：《云南农业大学学报（社会科学版）》2011年第1期63-66,共4页Journal of Yunnan Agricultural University(Social Science)

摘　　要：讨论了外语课堂互动的理论依据和课堂互动对二语习得的影响,分析了外语教师对课堂互动的认知误区,这些误区包括:把课堂互动等同于行为互动;重交际教学,忽视语法教学;过分强调输出,忽略影响输出效果的因素;对互动任务设置的复杂性缺乏认识。在此基础上提出了外语课堂有效互动的评判标准,即是否促进了学习者的外语学习。This paper first discusses the theoretical the impact of classroom interaction on second basis of second language classroom interaction and language acquisition, then analyzes second Language teachers＇ misconceptions on classroom interaction, which include： equating classroom interaction with behavior interaction; putting emphasis on communicative teaching and neglecting the teaching of gram- mar ; overemphasis on output regardless of the factors influencing its effect ; a lack of knowledge on the complexity of the interactive task design. At last, this paper puts forward the evaluating criteria of effective classroom interaction, that is, to stimulate the language learning of learners.

关 键 词：课堂互动 认知误区 评判标准 

分 类 号：G642[文化科学—高等教育学]