后方法论视域中大学英语教学语言技能融合模式探索  

Integrated Skill Teaching Exploration in College English Teaching in the Postmethod Era

作　　者：赵婉秋[1] 初彤[1] 梁汇娟[1] 

机构地区：[1]吉林大学,长春130012

出　　处：《外语学刊》2015年第1期124-126,共3页Foreign Language Research

基　　金：吉林省社科基金项目"吉林省大学英语融合式语言习得式研究与实践"(2013wy26)的阶段性成果

摘　　要：宏观策略理论虽然主张微观教学中教无定法,但也坚持宏观上应将语言技能融合的指导原则。本文探讨听说课与读写课语言技能与教学主题分割在现有大学英语教学课时较少条件下所产生的弊端,主张听说与读写语言技能融合,通过更集中的主题训练解决学习者主题输出能力的不足问题。技能与主题融合的教学不仅能提升学习者同主题的输出水平,同时也可以提升学习者用英语思考的能力。本文建议在大学英语教材编写过程中将视听说教材与读写译教材按相同主题配套编写,力争二者内容最大限度的融合。在现阶段教材无法更改的情况下,笔者建议一线教学者多付出努力,编著与教材主题配套的听说读写主题辅助材料,使融合式语言技能训练的效果达到最佳。Kumaravadivelu proposed in his macrostrategies for language teaching that language skills should not be trained separately. This principle fits well with China＇s college English situation of diversified instructors, students, and teaching environments as it claims that no specific method can be directly applied in a specific class. This paper utilizes this macrostrategic pedagogy to ex- plore a new mode of teaching that listening and speaking class cannot be separated from reading and writing class. By combining different language skills in one class, students will be able to receive adaquate input on one topic and be offered adaquate time to contemplate on one theme to produce ideal output.

关 键 词：英语教学 后方法论 语言技能融合 

分 类 号：H319[语言文字—英语]