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題 名 | A New Look at Communicative Language Teaching: Prospects for Taiwan, ROC |
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作 者 | 厲耿桂芳; | 書刊名 | 國立政治大學學報 |
卷 期 | 75(上) 民86.10 |
頁 次 | 頁257-283 |
分類號 | 805.1 |
關鍵詞 | 溝通式語言教學法; 英語教學; |
語 文 | 英文(English) |
中文摘要 | 「溝通式語言教學法」係特別強調以學習者為主體,自然互動地融入日常生活,而能在不自覺的情況下習得的語言。晚近數十年來,廣被應用於第二語言及外語教學,目前在各家語言教學法中,已蔚為風潮,儼然成為主流。本文擬從歷史背景、語言學觀點、以及世界宏觀角度簡析「溝通式語言教學法」之風貌,透過其沿革、理論架構、具體精義、及在世界各地實際教學反應與經驗,探討其教學法之優缺利弊。有別於一般研究論述對於其利多所著墨,本文除對中國大陸、日本、新加坡等非英語系國家教育體系下從事英語教學者及學習者所面臨之障礙及困境作一綜合分析,認為有待克服外,更對於「溝通式語言教學法」行之於我國,提出初步之觀察及有所期待。 |
英文摘要 | Communicative Language Teaching (CLT) is an approach in second-and-foreign-language teaching which emphasizes that the main goal of language learning is to acquire. in Hymes' (1972) words, “communicative competence.” Learners unconsciously develop the target-language system as a result of using the language for real communication (Richard and Rodgers 1986: 72). The expression has also been referred to by Brumfit and Johnson (1979) and Savignon (1991) as a term to cover a variety of developments in syllabus design which embrace the processes of classroom learning. Among recent developments, CLT is emerging as a major trend in contemporary methodology, and has received the widest attention both in discussions in the literature and in classroom practice for nearly three decades. It has marked a drastic shift in pedagogical emphasis from the structural form and usage of language to the interactive, negotiating, and meaningful use of language in social contexts. This paper attempts to look into CLT from an international perspective, with specific reference to Taiwan, Republic of China. The organization of the paper is as follows. First, a brief retrospective which reviews both historical and linguistic background is presented, in particular, theoretical assumptions. Second, the paper outlines some important components which compose the basic principles of CLT. Third, in order to demonstrate the value of CLT, the advantages of this approach are illustrated. Fourth, a careful discussion of some problems, which apparently have emerged or potentially may pose difficulties to teaching English-as-a-foreign-language, is particularly presented. Fifth, the paper proposes some suggestions based on observations of current practical problems. The prospects of CLT in Taiwan, which serve as an example of regional norms, are given in the sixth section. Finally, a call for the adoption of CLT concludes the paper. It is hoped that language teachers who have an understanding of CLT, not only from the perspective of its merits but also from the perspective of its limitations, will be able to adapt and approach it more effectively in their language teaching. It is also hoped that by examining some implications, which usually have been neglected in our profession, we will attract more attention and research in this area, thus better promoting the effectiveness of Communicative Language Teaching. |
本系統中英文摘要資訊取自各篇刊載內容。