交互外语教学思想的嬗变与反思

Interactive Foreign Language Teaching Approach(IFLTA):Transmutations and Reflections

交互外语教学思想的嬗变可以从微观和宏观两个角度来看。微观上讲，外语教学法的语言观和学习观正进行着“交互转向”。语言观从交互阅读模式和人际交互观嬗变为语境交互观，学习观从问题解决观嬗变为二语习得交互观和人机交互观。宏观上讲，我国外语教学改革在交互外语教学思想指导下正经历着从理论到教材出版和教学模式的深刻转变。这种转变贯彻了“以学生为中心”、“听说领先与技能交互”和“语境真实与语料真实”等交互外语教学原则，建构了“全过程交互观和立体式交互模式”和“外语教学理论与实践的“一条龙”交互体系”。基于此，外语教学应该重视主体、过程、意义、语境和支持性教育系统，关注社会交际与信息交际的综合，以实现教学语境社会化和真实语境的再现、设置和多元互补。

The transmutations of interactive foreign language teaching approach （IFLTA）might be a macroscopic view or a microscopic one. Microcosmically, foreign language teaching is undertaking seen from either ＂an interactive turn＂, that is, on the one hand view of language shifits from the interactive reading model and the interpersonal interaction to the contextual interaction while on the other hand, learning theory from problem-solving into SLA interaction and human-computer interaction. From a macroscopic point of view, reform in foreign language teaching guided under this approach is on the way from theories to such practices as textbook compilation and teaching mode establishment. Accordingly, the teaching principles are implemeted such as learner-centered, the audio-lingual ＆ interactive skills-focused, the authentic-context ＆ materials-emphasized teaching and a procedural ＆ stereoscopic interactive system is therefore constructed. In this light, foreign language teaching in China is supposed to highlight teaching subject, process, meaning, context and their supporting system and the synthesis between communication-based and information-based interaction. In this way the teaching context can be more socialized to render the authentic context recurred, re-established and multifariously reinforced.