“以练促学、以学促教”在《综合英语》课程教学中的运用

The Application of “Synchronizing Practice-Acquisition-Teaching Model” in Comprehensive English Course

Krashen的输入假说认为,只有可理解的有效语言输入才能促使学习者学会一门语言,教师为学习者提供的语言输入必须富有意义、难度适中。本研究以英语师范专业的《综合英语》课程为依托,设计实施“以练促学、以学促教”的教学模式,在两年的时间里有规律地为学生提供大量而有效的英语听读输入,在学生中开展了进阶性的听读、重复、模仿、概要归纳和口头表述活动。研究的检测数据表明,该教学模式能显著提高学生的语音语调水平和口头表述能力,能缩小学生间的语言水平差距,还能在一定程度上提升学生的概要归纳和逻辑思维能力。

Guided by Krashen’s Input Hypothesis, which maintains that learners can acquire a language only when comprehensible input containing meaningful and exemplary language forms is available to them, the author of this paper has conducted a study in which a model that synchronizes learners’ language practice and acquisition with the teacher’s teaching experiments in the course of Comprehensive English, where for two years learners have been provided abundant comprehensible and meaningful input in audio and visual forms on the basis of which they were made to complete listening, reading, shadowing, imitating, summarizing and speaking tasks that gradually ascend in difficulty. Data from the tests at different stages of the study indicate that this teaching model can significantly improve learners’ pronunciation and intonation as well as their oral ability. English proficiency gap among the learners has also narrowed and learner’s strength in doing summaries and logical reasoning has also improved as a result of the teaching model.