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我国大学生尽管经过近十年的英语学习,可大部分学生的交流水平还是停留在“哑巴英语”的阶段,即使很多高考、四六级考试打了高分的学生也是如此,他们不能用英语表达自己的想法,听力理解能力也相对较弱。这种学习现象及其造成的后果多年来已经引起了我们外语教育专家及一线教师的重视,并为此发展出了很多的理论与实践,试图改变这一不对称的现象。这其中,由文秋芳教授提出的“输出理论假设”(文秋芳,2008)颇具现实的指导意义。
Although after nearly ten years of English study, college students in our country can communicate most of the students in the stage of “dumb English”, even though many college entrance examination, English to express their own ideas, listening comprehension is relatively weak. This learning phenomenon and its consequences have attracted the attention of our foreign language education experts and front-line teachers for many years and have developed many theories and practices to try to change this asymmetrical phenomenon. Among them, the “output theory hypothesis” proposed by Professor Wen Qiufang (Wen Qiufang, 2008) is quite practical and instructive.