“后方法”外语教学思想及其对外语教学的启示  

Concept of "post-method" language teaching and its implications for foreign language teaching

作　　者：聂爱民 崔娟娟 李芮琪 NIE Ai-min;CUI Juan-juan;LI Rui-qi(School of Basic Aviation Science, Naval Aviation University, Yantai 264001, China)

机构地区：[1]海军航空大学航空基础学院,山东烟台264001

出　　处：《海军工程大学学报（综合版）》2018年第2期75-79,共5页Journal of Naval University of Engineering(Comprehensive Edition)

摘　　要：梳理了"后方法"外语教学思想产生的社会、思想和理论背景;简要论述了其主要原则和主张,即外语教学的三个可行性、三个参量和十个宏观策略;从理论与实践的关系、教师的角色和作用、创新与传统的关系、普遍性与特定性的关系四个方面,探讨了其对外语教学实践的影响和启示;提出外语教师不应该只是外语教学理论的消费者和教学法的实施者,而应该成为外语教学实践与理论研究的构建者,在教学理论和方法的引进和采用中发挥主导和中心作用。The paper first reviews the social, intellectual and theoretical background for the emergence of the post-method concept in the field of language teaching, and briefly discusses the three possibilities, three parameters and ten macro-strategies which are the essence of the post-method concept. Then, the paper seeks to analyze the implications of the post-method concept for foreign language teaching and the enlightenment it provides for the language teachers from the four perspectives of the relation between theory and practice, teachers＇ roles, the relation between innovation and tradition, and the relation between universality and particularities. It is argued that language teachers should not be regarded only as consumers of language teaching theories and methods. Instead, they should play a leading role not only in language teaching but also in theoretical explorations to build the theoretical construct of language teaching. Their views and suggestions should be respected and taken into serious consideration in introducing and applying new theories and methods.

关 键 词：“后方法” 外语教学 教学法 

分 类 号：H319[语言文字—英语]