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任务型教学法在大学英语听力教学中的应用(6)

来源:网络收集 时间:2026-08-26
导读: byregardingtheformalsystemoflanguage ofof functionsof language inuse.Systematic-functionallinguistics

byregardingtheformalsystemoflanguage

ofof

functionsof

language

inuse.Systematic-functionallinguisticsfocuses

use

on

the

use

language:howpeople

language

and

how

languagevariesaccordingtoits

use.+

Systemic-functionallinguisticsmeetstheneedsofvariousgroupswith

ofpeoplewhodeal

language,such

as

language

teachingandlearning,leading

to

thedevelopmentof

function—basedsyllabuses,whichhaveattractedincreasingattention.

To

expand

the

conceptofcompetenceby

Chomsky,D.H.Hymesproposed

communicativecompetencein1971.InHymes’view,learnersacquireknowledgeof.

sentencesnot

onlyasgrammatical

butalso

as

appropriate,andlearninglanguageis

learningleads

to

to

perform

certainfunctions.AsHalliday’Sfunctionalgrammar,Hymes’theory

function-basedsyllabusesand

step如rther,tocommunicativesyllabuses.

consolidationofthestatus

offunctional

Becauseofthe

stronginfluenceand

linguistics,linguisticstudydevelopsintostatic

dynamiclanguageapplicationstudyfrom

language

description.Thispusheslanguageteachingintobrandnewstage:

totrainingthe

languageteachingfocusisshiftedfromimparting

languageknowledge

competenceof

teaching

languageusing.Theobjective

toitsfunctionand

oflanguageteachingisalteredfrom

totheemergenceofthe

languageforms

meaning.Prior

CommunicativeApproachintheseventiesofthetwentiethcentury,themainapproaches

Grammar-translation

Approach,Direct

Approach,and

Audio.LingualApproach…put

languageforms

inthefirstplace.ButtheCommunicativeApproachheedsthe

meaning

英语语言测试论文资料

andcommunicativefunctionsoflanguage,givesimportance

to

learnersinlanguage

acquaintance,and

specific

setsgreatstore

bybuildingcapacityofcommunicationaccordingto

Approach

fertilizes

the

language

needsof

learners.TheCommunicative

teaching.

theoriesandmethodsof

Foreign

language

languageteachingmethodsdevelopedrapidlyinthetwentiethcentury,

whichisdisplayedinwhich

are

two

aspects.Thefirst

one

isthe

appearance

ofvariousmethods

discussedinaboveparagraphs.Thesecond

to

one

istheshiftfromthe

object

of

teaching,thatis

say,the

language,course

book

and

teachingmethods,tothe

subject

oflearning,thelearner.Intheearlyperiodofthe20thcentury,thefocalpointofstudy

Was‘what

to

teach’and‘how

to

teach’.Teachersandresearcherspaymoreattention

to

thedesignofsyllabusesandtextbookcompilation.Butplentyof

practicesprovedthat‘teaching’is

not

equal

to‘learning’.Solearners’functioninforeignlanguagelearning

mustbestudiedbesidesthestudyofexternalfactors:language,coursebooks,and

teachingmethods.Inthisaspect,Secondlotofstudies.This

causesa

LanguageAcquisition(SLA)conducts

great

shiftinmethodfrom‘howtoteach’to‘howtolearn,andin

focusfrom‘theteacher’to‘thelearner’.Inthe1980s,theCommunicativeApproach

Wasdividedintotwo

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