從九年一貫課程談溝通式教學法

Communicative Language Teaching and Educational Reform in Taiwan

梁彩玲(Tsailing Liang)

《白沙人文社會學報》 1期 (2002/10) Pp. 143-166

https://doi.org/10.6766/JPHSS.200210.0143

摘要

本文從新舊教學典範及學習金字塔的角度，檢視目前台灣國中英語教學所盛行之文法翻譯教學法背後所隱藏之幾項迷思概念，包括：(1)趕進度之迷思，(2)教完等於學會之迷思，(3)會等於會教之迷思，(4)把英語當成陳述性知識之迷思，(5)英語即文法之迷思，以及(6)教英語必須依賴中文翻譯之迷思。並藉由上述迷思概念的剖析，進入九年一貫英語課程之主軸：溝通式教學法之探討，並綜合不同學者之學說，為溝通能力提出較具代表性之定義。並以實際例子說明溝通能力之鑑定與判別。

關鍵字

九年一貫課程 ； 溝通能力 ； 溝通式教學法 ； 學習金字塔 ； 新舊教學典範

並列摘要

This paper examined the misconceptions behind the dominant English teaching method of Grammar Translation in Taiwan from the perspectives of the Learning Pyramid and the new teaching paradigm. By comparing the old and the new teaching paradigm, many misconceptions behind the current teaching method of Grammar Translation in Taiwan were identified and elaborated. The identified misconceptions in the Grammar Translation method included (1) the misconception about the teaching method of lecturing, (2) the myth about teaching and learning, (3) the mismatch of content knowledge and pedagogical knowledge, (4) the misuse of English as declarative knowledge instead of procedural knowledge, (5) the misconception of equaling English teaching to grammar analysis, and (6) the insufficient input of the target language due to heavy reliance on Chinese translation. In addition to the discussions on the misconceptions afore-mentioned, definitions of communicative competence was provided and communicative language teaching explained through concrete examples.

並列關鍵字

Nine-Year Joint Curriculum ； communicative competence ； communicative language teaching ； Learning Pyramid ； New/Old teaching paradigm