發問時間: 社會與文化語言 · 1 0 年前

英翻中作業請仔細且正確,急!!謝!

The emphasis on human cognition led to the establishment of the Cognitive Approach. Rather than simply being responsive to stimuli in the environment, learners were seen to be much more actively responsible for their own learning, engaged in formulating hypotheses in order to discover the rules of the target language. Errors were inevitable and were signs that learners were actively testing their hypotheses. For a while in the early 1970s there was great interest in applying this new Cognitive Approach to language teaching and materialswere developed with deductive and inductive grammar exercises. However, no language teaching method ever really developed directly from the Cognitive Approach; instead, a number of ‘innovative methods’emerged. In the next few chapters we will take a look at these.

Although Caleb Gattegno's Silent Way did not stem directly from the Cognitive Approach, it shares certain principles with it. For example, one of the basic principles of the Silent Way is that‘Teaching should be subordinated to learning’. In other words, Gattegno believed that to teach means to serve the learning process rather than to dominate it. Thisprinciple is in keeping with the active search for rules ascribed to the learner in the Cognitive Approach. Gattegno looked at language learning from the perspective of the learner by studying the way babies and young children learn. He concluded that learning is a process which we initiate by ourselves by mobilizing our inner resources (our perception, awareness, cognition, imagination,intuition, creativity, etc. ) to meet the challenge at hand. In the course of our learning, we integrate into ourselves whatever ‘new’that we create, and we use it as a stepping stone for further laerning.

In order to explore the Silent Way, we will observe the first day of an English class in Brazil. There are twenty-four secondary school students in this class.

2 個解答

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  • 1 0 年前
    最佳解答

    對人的認知的重點導致了認知方法的創立。而不是簡單地是敏感對刺激在環境裡, 學習者更加活躍地被看見負責對他們自己學會, 參與公式化假說為了發現目標語的規則。錯誤是不可避免的和是標誌, 學習者活躍地測試他們的假說。有在70 年代初期有一陣子巨大興趣在應用這種新認知方法嚮語言教學和materialswere 上被開發以演繹和引人語法鍛煉。但是, 語言教學方法曾經真正地沒有顯現出直接地從認知方法; 反而, 一定數量的` 創新methods'emerged 。在下幾個章節我們將看一看在這些。

    雖然Caleb Gattegno 的沈默方式直接地從認知方法沒有抽去, 它與它分享某些原則。例如, 沈默方式的當中一個基本原則that`Teaching 應該居次要地位對學會' 。換句話說, Gattegno 相信那教手段服務學習進程而不是控制它。Thisprinciple 是跟上活躍查尋規則把歸咎對學習者在認知方法。Gattegno 看語言學習從學習者的透視由學習方式嬰孩並且幼兒學會。他認為, 學會是我們創始由我們自己由動員我們的內在資源的過程(我們的悟性、了悟、認知、想像力、直覺、創造性, 等) 接受挑戰手頭。我們學會其間, 我們集成我們自己任何` new'that 我們創造, 並且我們使用它作為墊腳石為進一步laerning 。為了探索沈默方式, 我們將觀察一門英語課的第一天在巴西。有二十四名中學學生在這類。

    參考資料: [自己押**]
  • 1 0 年前

    強調人類的認知,導致建立了認知的方法。而不是簡單地回應,

    以刺激在環境中,學習者被視為更為積極負責自己的學習過,從

    事過,在制訂假說,以便發現規則的目標語。錯誤不可避免,而

    且跡象顯示,學習者正在積極測試他們的假說。一,而在70年代

    初期,有很大的興趣,在運用這一新的認知角度看語文教學與mat

    erialswere發展起來的演繹和歸納語法練習。但是,沒有語言教學

    方法以往任何時候都真的發達直接從認知角度;相反,一些創新met

    hods'emerged 。在未來幾章我們將採取看看這些。

    雖然歷加特諾的沉默方式,不直接產生,從認知角度看,它的股

    票一定原理同它。舉例來說,其中一個基本原則是沉默的做法,

    是that'teaching要服從於學' 。或者換句話說,加特諾認為,要教手

    段,以服務於學習過程,而不是主宰。 thisprinciple是符合中積極

    尋找規則歸因於學習者在認知方式。加特諾期待在語言學習的角

    度來看,學習者通過學習方式嬰兒和年幼兒童的學習。他的結論

    是,學習是一個過程,我們發起,由自己,通過調動我們內在資

    源(我們的知覺,意識,認知,想像,直覺,創造力等) ,為迎

    接挑戰,已在眼前。在這個過程中我們學習的,我們融入自己什

    麼' new'that我們創造的,我們把它當作踏腳石進一步laerning 。

    為了探索沉默的方式,我們將觀察的第一天,英語課在巴西。有2

    4所中學學生在這個階層。

    **可能怪怪的**

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