英语翻译Jeremy Harmer提出的外语教学“三要素”理论对外语课堂教学起了积极的指导作用.首先,投入被列为外语教学

Jeremy Harmer提出的外语教学“三要素”理论对外语课堂教学起了积极的指导作用.首先,投入被列为外语教学不可或缺的一要素,这一观点非常符合现代汉语外语教学理念.它一语道破了外语教学中至关重要而又常常被忽略的一个因素.即在以往的公外教学中,教师很少关注学生的学习兴趣、学习倾向;也很少注重调整教学策略以吸引学生注意力,因而很难唤起他们对英语学习的兴趣以及培养他们长期坚持学习的毅力.教师们总觉得这些非语言因素与外语教学关系不大.殊不知,“动机影响认知”,(刘润清2004)学习动机无疑是影响学生语言能力的一个重要因素.明确的学习目标有助于积极认知,积极认知能激发学习兴趣,加强学习信心,从而进一步加强学习动机,这是一良性循环过程.
The three elements of Jeremy Harmer’s ESA Theory play a positive guiding role in foreign language classroom teaching. Firstly, engage is considered as an indispensible element
In foreign language teaching; this viewpoint completely accords with the concept of modern Chinese and foreign language teaching. It hits the nail on the head by pinpointing an important yet often neglected factor, i.e. in past common teaching courses, teachers seldom cared about students’ learning interest and propensity, and they cared little about adjusting the teaching strategy to attract students’ attention. Thus, it was hard to arouse their interests in English learning and train their perseverance in adhering to long term learning. Teachers always felt that these non-language factors had nothing to do with foreign language teaching. But they hardly realized that ‘motivation has an impact on cognition’ (Liu, 2004); undoubtedly, academic motivation is an important factor that affects the language ability of students. An explicit learning objective contributes to a positive cognition, positive cognition incites learning interest and enhances confidence, and in turn, it further strengthens the academic motivation; this is the process of a virtuous circle.
其次,学习和运用在Harmer先生的教学理论中也被赋予新的含义.以口语教学为例,运用不再是要求学生为了学习和巩固某一语言知识点而生造大量的无意义的句子,外语教学不再仅仅停留在语言知识的层面上,而是要求学生在接近真实的语言环境中完成一些教学任务,互相交流一些信息,以实现语言的主要功能———社会交际功能.这与韩礼德的功能派语言学理论(语言是社会人际交往中行使各种功能的工具)是一致的.学习也不仅仅是从书本上学习语言知识,在口语课的辩论或角色扮演活动中,教师会在中断学生口语活动的情况下,记录下同学们普遍所犯的错误,然后予以纠正,因而同学们可以从自己或他人的错误中学习新知识.一堂成功的口语课应该是这三要素共同作用的结果.(Harmer 2000)一种以语言实践为主体、学习与活动互动的口语教学模式必能极大地提高学生语言应用能力.为了达到这一目的,笔者建议采用下列这些口语教学活动形式.
Secondly, In Harmer’s theory, study and activation are also given new definitions. Take oral language learning as an example, ‘activate’ no longer means that students are required to make up lots of meaningless sentences in order to learn and consolidate a certain language point. Foreign language teaching is no longer confined only to the linguistry level, instead, it requires students to accomplish certain tasks in likeliest authentic language surroundings and to communicate information, so as to truly put into effect the primary function of language——social interactions. This is in line with the functional linguistics theory of M.A.K.Halliday (Language is a tool for exercising the various functions in social interactions). ‘Study’ does not merely mean the learning from text books; during practice exercises such as debates or role-plays, teachers will interrupt the sessions, record and correct the mistakes generally made by students, so the students can learn from their own or others’ mistakes. A successful session of oral language class should be the result of the joint functions of these three elements. (Harmer 2000) An oral English teaching mode with language practice as the principal part, coupled with the interaction of study and activation, will surely enhance students’ language capability. In order to achieve this objective, the writer suggests the following activity modes for oral language teaching:
【英语牛人团】