方法时代、后方法时代的外语教学法与心理学  

Foreign Language Teaching Methods and Psychology in Method Era and Postmethod Era

作　　者：张安律[1] 

机构地区：[1]重庆文理学院外国语学院,重庆永川402160

出　　处：《大学英语教学与研究》2011年第4期16-22,共7页College English Teaching & Research

摘　　要：外语教学在其发展过程中产生过众多的外语教学法流派及其不同的外语教学思想理念．．随着后方法时代在西方外语教学界的提出并得到接受和认可，可以将外语教学法的演进和发展分为方法时代、后方法时代两个主要阶段，其中根据方法时代外语教学法的出现和存在形式，方法时代又分为单方法时代、单方法更迭时代和多方法时代。随着心理学科学的发展，特别是20世纪心理学科学领域里大量的研究成果的出现，心理学对外语教学产生了深刻的影响。外语教学法的演进和发展与心理学的发展有着非常密切的关系。本文拟从外语教学法演进中探讨其心理学思想源脉，从而揭示西方外语教学法演进与心理学发展的密切关系，其目的是从不同的角度加深对外语教学的认识，以裨益外语教学的理论和实践。Foreign language teaching （FLT） has given birth to a series of FLT methods and their different ideas. With the introduction and acception of the ＂postmethod era＂ in FLT research field, the evolution or development of FLT methods can be divided into two main periods： method era and postmethod era. And the former includes three phases： single method era, shifting method era and muhimethod era. 20th century witnessed fast development of psychology, with plenty of psychological achievements, which had deep impacts on foreign language teaching. In fact, there has always been close relations between tile development of FLT methods and that of psychology. This thesis aims to discuss the psychological background of FLT methods and expose the relationsidps between the evolution of FLT methods and that of psychology, so as to deepen our vision on FLT and benefit the theory and practice of FLT.

关 键 词：方法时代 后方法时代 外语教学法 心理学 

分 类 号：H319.3[语言文字—英语]