二语“习得”理论与中小学外语教学:一项实证性调查

An empirical investigation of second language acquisition and foreign languages teaching at primary and secondary schools

运用问卷调查和集体访谈的方式对克拉申有关区分“学得”和“习得”的理论假设进行了调查,调查对象是部分中小学英语教师。调查的目的在于了解他们对“习得”理论的看法以及该理论在我国外语教学中实施的可行性。调查结果发现:多数接受调查者认同语言“习得”的本质就在于语言形式与其功能的融合,“学得”与“习得”密不可分;中、小学“任务型”教学体现了“习得”的理念,但需各有特色,因人因地制宜;小学外语教学尤其要重视兴趣培养。

This paper is intended to investigate Krashen＇s learning-acquisition distinction hypothesis through questionnaires and group interviews for the purpose of finding out how our foreign language teachers, especially primary and middle school English teachers, feel about this assumption and whether it is feasible to have this theory implemented in China. The major findings of the study are as follows ： Most of the subjects agree that the essence of language acquisition lies in the integration of language forms and functions and that the two aspects are inseparable; the key to English teaching in primary schools is to arouse young learners＇ relevant interest, without which there would be neither learning nor acquisition; the task-based approach, which embodies the concept of acquisition, should vary from place to place in terms of its variety, and the evaluation system is expected to include both learning and acquisition process.