摘要
本文探讨了二语习得研究成果在课堂教学中的应用问题，尤其是语言的可教性问题。通过分析现有二语习得研究“结论”与课堂环境下的教学实验结果，我们发现二语习得研究虽然不能为教学提供直接可资借鉴的、便于操作的成果(如有效的教学方法)，但是能加深我们对学习活动及教学活动的理解，对于二语习得研究成果在课堂教学中的应用，我们必须谨慎对待。
This paper is a discussion of issues in applying SLA findings to classroom instruction, especially the issue of teachability. An analysis of previous research findings and our empirical study results in classroom settings shows that SLA research, though it hasn't provided teachers with directly applicable techniques such as effective teaching methods, does enrich our understanding of learning and teaching, and that application of SLA findings to classroom instruction should be approached with caution.
出处
《外语界》
CSSCI
北大核心
2004年第3期32-39,共8页
Foreign Language World
基金
教育部人文社会科学研究“十五”规划项目“课堂环境下的第二语言习得研究”成果,项目批准号为0 1JA74 0 0 38
关键词
二语习得
课堂教学
可教性
SLA
classroom instruction
teachability
