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一、改革势在必行 这里谈的是非外语专业的大学外语教学改革。每次四、六级统考结束,都听到许多学生抱怨说他们经过了八年的刻苦努力,差不多学习了目标语(target language)的整个基本语法和四千多个词汇和片语,可他们却听不懂别人说的,说不出自己要表达的,写不出自己想写的。统考成绩也多次表明了学生的外语水平的低水准。虽然我们一直在强调听说读写四项技能的全面发展,但学生的四项技能与我们的教学大纲相去甚远,难以实现“培养以外语为工具进行交际的人才,以适应社会发展的需要”这样的外语教学目标。教学的结果如此惨痛,不能不引人深思。笔者怀疑是否是我们所采用的教学法实际上阻碍了学生更好地掌握目标语呢?
First, the reform is imperative Here is a non-foreign-language university foreign language teaching reform. Every time you finish exams at level 4 or 6, you hear many students complain that after eight years of hard work, they have learned almost the entire basic grammar of the target language and more than four thousand words and phrases, but they But do not understand what others say, can not say what they want to express, can not write what they want to write. The scores of exams also indicate the low level of students’ foreign language proficiency on many occasions. Although we have been emphasizing the comprehensive development of the four skills of reading and writing, the four skills of students are far from our syllabus and it is difficult to achieve the goal of “cultivating talents who use foreign languages as a tool for communication to meet the needs of social development ”Such a foreign language teaching goal. Teaching results so painful, can not be thought-provoking. I wonder if the pedagogy we use actually prevents students from getting a better grasp of the target language.