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根据语言学家Nation Paul的理论,“英语教学会产生正效应,中性效应和负效应。当产生正效应时,学习产生效果,向着掌握所学语言知识目标靠近一步;当产生中性效应时,学习没有产生任何效果;当产生负效应时,学习也产生效果,但这种效果干扰所学的,正在学习的,或将要学习的语言知识。”这种产生负效应的教学被称之为“反教”现象(unteaehing)。根据语言学家Nation Paul的理论,“英语教学会产生正效应,中性效应和负效应。当产生正效应时,学习产生效果,向着掌握所学语言知识目标靠近一步;当产生中性效应时,学习没有产生任何效果;当产生负效应时,学习也产生效果,但这种效果干扰所学的,正在学习的,或将要学习的语言知识。”这种产生负效应的教学被称之为“反教”现象(unteaehing)。
According to linguist Nation Paul, “English teaching produces positive effects, neutral effects, and negative effects, and when it produces positive effects, learning produces results that are one step closer to mastery of the linguistic knowledge of the language being learned. When neutral effects occur , Learning does not produce any effect; learning produces an effect when it produces a negative effect, but the effect interferes with the knowledge of the language being learned, studied, or to be learned. ”This negative effect of teaching is called “Unteaehing” phenomenon. According to linguist Nation Paul, “English teaching produces positive effects, neutral effects, and negative effects, and when it produces positive effects, learning produces results that are one step closer to mastery of the linguistic knowledge of the language being learned. When neutral effects occur , Learning does not produce any effect; learning produces an effect when it produces a negative effect, but the effect interferes with the knowledge of the language being learned, studied, or to be learned. ”This negative effect of teaching is called “Unteaehing” phenomenon.