A Methodological Study Comparing the Audio-Lingual Habit Theory and the Cognitive Code-Learning Theory
A Methodological Study Comparing the Audio-Lingual Habit Theory and the Cognitive Code-Learning Theory
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听语言习惯理论与认知码学习理论比较的方法论研究
DOI：
10.1111/j.1540-4781.1968.tb01905.x
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发表时间：
1968
期刊：
影响因子：
--
通讯作者：
Frank J. Woerdehoff
中科院分区：
文献类型：
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作者：
Kenneth D. Chastain;Frank J. Woerdehoff
坚持口头方法——“我要做的一件事；我要教这些孩子说话，否则！”——完全没有抓住重点。语言课的主要目的不仅仅是掌握语言，而是通过语言以各种可能的方式传授与其他人进行真实交流的令人兴奋的体验。我们不仅寻求传授更多更好的知识，而且最重要的是灌输正确的态度。每个教室都不可避免地是男人和女人的塑造者。我们寻求的不是宣传我们的学生，不是让他们成为法国人或西班牙人，而是让他们敞开心扉，接受其他思想、其他看待和做事的方式的存在，即使是相同的想法也有不同的表达方式。当这对于一种文化做得很好时，对于所有文化来说都是如此。我们力求做得更好
sary insistence upon the oral approach-"This one thing I'll do; I'll teach these kids to talk, or else!"-is missing the point completely. Far more even than the mastery of the language, the chief aim of a language class is to impart, through the language, and in every possible way, the thrilling experience of real communication with other human beings. We seek, not only to teach more and better knowledge, but above all to instill a right attitude. Every classroom is inevitably a molder of men and women. We seek, not to propagandize our pupils, not to make them French or Spanish, but to open their minds to the existence of other thoughts, other ways of seeing and doing, even the same ones expressed differently. When this is done well in connection with one culture, it is done for them all. We seek to make better