英语交际教学法的教学路径与生成策略  

The Teaching Path and Generating Strategy of Communicative Approach

作　　者：胡潇译 胡海建 Hu Xiaoyi;Hu Haijian(Department of Applied Linguistic ,University of Edinburgh ,Edinburgh EH165RP ,UK;College of Education Science,Zhaoqing University,Zhaoqing Guangdong 526061,China)

机构地区：[1]爱丁堡大学应用语言学系,英国爱丁堡EH165RP [2]肇庆学院教育科学学院,肇庆526061

出　　处：《课程．教材．教法》2019年第5期121-126,共6页Curriculum，Teaching Material and Method

基　　金：2018年度教育部人文社会科学项目“基础教育’教育优先区’政策与教育公平研究”(18YJA880025)

摘　　要：建构主义学者和社会语言学家通过不断的理论探索,确立了主体教学、情境教学、活动教学的三大教学理念,对交际教学路径的形成产生了积极影响。交际教学法在语用和语法“平衡原则”的路径目标“牵引”下,建立了分别以情境教学和活动教学为特征的隐性和显性两条教学路径。同时,它在“创一体一练一达”的情境和活动教学过程中建构起交际教学的实践路径。然而,交际教学法风靡世界外语教学四十余年也面临新的挑战,这引发了我们对交际教学法未来发展的思考。Constructivist scholars and sociolinguists have established three teaching concepts of subject teaching, situational teaching and activity teaching through continuous theoretical exploration, which have a positive impact on the formation of communicative teaching path. Under the guidance of the path goal of “balance principle”of pragmatics and grammar, communicative approach establishes two teaching paths, implicit and explicit, which are characterized by situational teaching and activity teaching. Meanwhile, it constructs the practical path of communicative teaching in the context of “creation-bodypractice- expression” and in the process of activity teaching. However, the communicative approach, which has been popular in foreign language teaching in the world for more than 40 years, is also facing challenges. which leads us to think about the future development of communicative approach.

关 键 词：交际教学法 教学路径 生成策略 

分 类 号：G633.4[文化科学—教育学]