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新国标对英语专业的人才培养提出更加明确的要求和目标,即对学生的能力要求为其具有英语语言综合运用能力、文学欣赏能力和跨文化交流能力。为了实现这一人才培养的目标,教师在教学实践过程中对教学目标、教学内容和教学评价的设计所遵循的理论依据尤为重要。本文通过对围绕二语习得过程的输入输出假设理论与二语教学的输出驱动理论进行梳理和对比分析,认为新形势下教师在讲授英语专业传统课程《精读》时应当采用教学目标和教学任务更加明确、更加量化的输出驱动假设作为其教学依据,从而提高学生在输出驱动的实践中的语言实际运用能力和跨文化交流能力。
The new national standard for English majors in personnel training put forward more specific requirements and goals, that is, the ability of students for their English language ability to use comprehensive, literary appreciation and intercultural communication skills. In order to achieve this goal of personnel training, teachers in the process of teaching practice on the teaching objectives, teaching content and teaching evaluation of the theoretical basis followed by the most important. Based on the hypothesis of input-output hypothesis about second language acquisition and the output-driven theory of second language instruction, this paper argues that under the new situation, teachers should adopt teaching objectives and teaching tasks when teaching “intensive reading” of traditional English majors More explicit and more quantitative output-driven hypothesis as its teaching basis, so as to improve students’ practical ability and cross-cultural communication skills in output-driven practice.