摘要
兴起于20世纪70年代的交际教学法是3P教学法产生的坚实基础。交际教学法中的核心问题是语言与交际的关系。"弱版"的交际教学法即3P教学法强调要先学好英语才能交际。此外,克拉申的"学得"和"习得"理论也为3P教学法中的"教"与"学"提供了理论基础。分别从班级类型、任务设置、教师要求和考试评价方式这四个方面比较3P教学法和任务型教学法的区别,意在指出在当今英语教学中3P教学法比任务型教学法更具优越性。
The Communicative Approach, rose in 1970s, lays a solid foundation for 3P te~,ching method. How to deal with the rela- tions between language and communication is the core in communicative approach. 3P teaching, ＂weak versions＂ of Com- municative Approach, emphasizes that learning English is the premise for communication. Besides, Krashen＇s ＂learning＂and ＂acquisition＂ theory provides fuJadamental basis for ＂teaching＂ and ＂learning＂ in 3P teaching. This paper contrasts 3P teaching model and task-based approach in terms of class types, task-assignment, teachers＇ requirements and exams as e- valuation ways, claiming that 3P approach is superior to task-based approach.
出处
《通化师范学院学报》
2012年第3期104-107,共4页
Journal of Tonghua Normal University
基金
2009年度吉林省社会科学基金项目"在中学英语教学中3P教学法与任务型教学法的整合研究"课题的阶段性成果。项目编号:2009B296
关键词
3P教学法
发展
任务型教学法
优越性
3P teaching method
development
task-based approach
superiority
