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題 名 | 當代外語教學理論對國文教育的啟發與意義--國文與外語教育科際整合之初探=Connection: Chinese Education and Foreign Language Education |
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作 者 | 吳慶學; | 書刊名 | 朝陽學報 |
卷 期 | 3 1998.09[民87.09] |
頁 次 | 頁171-181 |
分類號 | 800.3 |
關鍵詞 | 獲得一學習假說; 校對假說; 語料輸入假說; 語言獲得; 語言學習; The acquisition-learning hypothesis; The monitor hypothesis; The input hypothesis; Acquired linguistic competence; Learned knowledge about the language; |
語 文 | 中文(Chinese) |
中文摘要 | 目前國內之國文教學與外語教學大多宛若各自獨立,幾可謂互不交流往來,其潛 在之理論似乎是:「國文能力之成長過程與外文能力之成長過程是截然不同的。」本文之 主旨則在申論:國文教育與外語教育其實應屬同一學術領域--語文教育--的二個分支領域 。二者之科際整合,可收相輔相成之效;而當前之國文教育尤可從外語教學理論與研究成 果中,擷取寶貴的知識,並導致教學方法之革新與創新。 |
英文摘要 | This article is based on S. Krashen's position, "Practioners in language arts, second-language teaching, and bilingual education are members of the same profession: language education." (Krashen 1991, P.86) Such an interdisciplinary view, however, has rarely been discussed or put into practice in Taiwan--especially in the academia of Chinese education. Current Language Acquisition Theory (Krashen 1992a) and some important research findings are briefly introduced here. The implication of such a theory can result in the innovation of our Chinese education. |
本系統中英文摘要資訊取自各篇刊載內容。