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我们这些从事语言教学数年的人,一直饶有兴致地注视着听觉语言学派与认知一编码学派之间的辩论,两派皆极力声称自己的教学法具有显著优势——尽管在实际教学工作中尚未有证据清楚地证明究竟哪种方法更胜一筹。在开始阶段,受教于其中一种教学法的学生往往在那些该方法所强调的方面较为突出,但是,时间一长,这些差别似乎扯平,不管后效如何,统计资料表明这些差别并不重要(Schrerer Wertheimer 1964)。教学法实践,犹如服装流行式样,经过部分改进之后,往往以新的名称再现。认知编码教学法,从本质上讲,是一种冠以新名
Those of us who have been teaching language for many years have been watching with interest the debate between the au- thological school and the cognitive-coding school, both of whom strongly claim that their pedagogy has a significant advantage - despite the fact that in practical teaching There is no clear evidence that which method is superior. In the initial stages, students who were taught one of the pedagogies often tended to be more prominent in those aspects of the method, but those differences seemed to be leveling off over time, regardless of the aftermath, and the statistical data showed that these differences were not Important (Schrerer Wertheimer 1964). Teaching practice, like clothing popular style, after some improvements, often with a new name reproduction. Cognitive coding pedagogy, by its very nature, is a new name