摘要
It is a fact with many college non-English major students that, although they have learned English for many years, they are still incompetent in speaking and writing. In the author's opinion, the incompetence results from a lack of frequent associations of what they have learned, which would enable them to consolidate their knowledge. Consequently, their knowledge of English remains for a long time at the verbal level, i. e., at the level of isolated words and phrases. Based on observations and research during her teaching practice, the author concludes that well-designed classroom activities reinforce students' previous knowledge and help them to link isolated verbal and phrasal words into sentences conveying a stream of thought. Thus, they are able to develop their speaking and writing ability.
在许多非英语专业的大学生中存在着这样一种现象:尽管学英语多年,但语言应用能力既说与写的能力却远远落后于阅读能力。影响语言输出的障碍源自学习者缺乏积极主动的对已学过的知识建立经常性的、有机联系的机会。结合有关心理学及二语习得及教学理论,作者设计了能使学生参与的课堂活动。基于课堂观察及对学生与课堂相关的写作的分析,作者认为课堂活动能激活和强化学生已有的知识,消除学生对说与写的恐惧感,有助于学生表达能力的提高。
