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交际法是以语言功能项目为纲,培养学生交际能力的一种教学法体系。自70年代起,它已风靡全球,成为世界上影响最大的外语教学法流派之一。在我国,无论是大专院校,还是中小学,都在普遍采用交际性原则指导外语教学,并已取得了一些可喜的成绩,但也存在一些问题。主要问题之一,就是交际性教学中忽视足够的语言输入或输入方法欠妥,从而事与愿违,交际活动半途而废,有的甚至根本无法进行任何言语交际,或根本不含任何交际意义。因此,语言输入在交际性教学中是值得重视的一个问题。本文拟从四个方面对其进行论述。
The communicative approach is a pedagogical system that cultivates the communicative competence of students based on the language function project. Since the 1970s, it has swept the world and has become one of the most influential foreign language pedagogy schools in the world. In our country, both colleges and universities, primary and middle schools, have all adopted communicative principles to guide foreign language teaching and have made some gratifying achievements, but there are also some problems. One of the main problems is that ignorance of adequate input or input of languages in communicative teaching is counterproductive, communicative activities fall by the wayside, and some do not even have any verbal communication at all or do not have any communicative meanings at all. Therefore, language input is a problem worth paying attention to in communicative teaching. This article intends to discuss it from four aspects.