外语教学目标之变迁:从形式流利到概念流利  

Evolution of Objectives of SLT:from Formal Fluency to Conceptual Fluency

作　　者：李敦东[1] 

机构地区：[1]常州大学周有光语言文化学院,江苏常州213164

出　　处：《湖州师范学院学报》2015年第9期103-108,共6页Journal of Huzhou University

基　　金：江苏省社科应用研究精品工程外语类课题<英语专业学生概念流利水平测试及培养对策研究>(14jsyw-33)

摘　　要：在过去的一个世纪里,伴随着现代语言学理论从形式主义、转换生成主义、功能交际主义转向认知主义,外语教学目标也相应地从最初对形式流利、交际流利的追求转向对概念流利的追求。实质上,形式流利、交际流利和概念流利都是语言能力的重要组成部分。在当前语境下,坚持不抛弃形式主义和交际法的前提下,更加重视对学习者概念流利的培养,是不断提高我国外语教学质量和效率的必由之路。In the past century, the emphasis of SLT has shifted from formal fluency, communicative fluency to conceptual fluency, along with the evolution of linguistic theories from formalist structuralism and generativism, communicative functionalism to cognitivism. Language competence, by nature, is a comprehensive combination of formal fluency, communicative fluency and conceptual fluency. Regarding what has been achieved in foreign language education in China, more attention should be put to the instruction of conceptual fluency on the premise that formal fluency and communicative fluency remain an important part of classroom teaching. It is absolutely necessary for the further improvement of SL output of Chinese learners and SLT in China.

关 键 词：外语教学目标 形式流利 交际流利 概念流利 

分 类 号：H319.3[语言文字—英语]