摘要
本文从产生渊源和理论基础角度,分析了认知法始终难以成为主流外语教学法的原因。文章指出,认知教学法要摆脱目前的尴尬境地,从内部看,需要获得认知心理学和相应的本体研究的实质性支持;从外部看,则要注重和其他教学法流派的相互结合,充分发挥自身所长,从"有意义的学习"、"培养后续学习能力"等方面寻求突破。
The paper gives an analysis of the factors that hinder the cognitive method in second language teaching from becoming the main-stream method on the ground of its origin and theoretical basis. It indicates that to get out of the current awkward situation, the cognitive method should get substantial support from cognitive psychology and corresponding linguistic study; and meanwhile, it should be better integrated with other teaching methods, and we should seek breakthroughs in the aspects such as ＂meaningful study＂, ＂fostering the sustainable learning ability＂, etc.
出处
《西安外国语大学学报》
2007年第4期46-49,共4页
Journal of Xi’an International Studies University
关键词
语言教学
教学法
认知法
听说法
language teaching
teaching method
cognitive method
audio-lingual method
