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首页> 外文会议>International Technology, Education and Development Conference >(196) AN ATTEMPT TO REPLACE THE PRESENT-DAY PARADIGM OF THE MAINSTREAM FOREIGN LANGUAGE TEACHING BY A NEW ONE
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(196) AN ATTEMPT TO REPLACE THE PRESENT-DAY PARADIGM OF THE MAINSTREAM FOREIGN LANGUAGE TEACHING BY A NEW ONE

机译：（196）试图通过一个新的人取代主流外语教学的现状范式

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The present-day paradigm of the mainstream Foreign Language Teaching (FLT) is no longer effective enough. Nine areas have been identified as the ones that are defective and need modifying or changing: 1 the phonic stratum of the language is its primary and indispensable part, yet the phonetic input is neither sufficient nor appropriate in FLT materials; 2 Foreign Language Teaching (and Learning) has been broken down into four basic skills only for technical reasons, yet there is no correlation between some of these skills whatsoever; 3 the classic dichotomy between acquiring a language and learning a language is deep-rooted in Linguistics, yet it may turn out to be false, or at least seems counterproductive in FLT; 4 grammar - a very misleading term - may be defined as a combination of three parts: phonetics, morphology and syntax, of which the last one is the most important from the communicative point of view, yet it is usually paid the least attention to out of the three; 5 learning a foreign language may be defined as memorising its grammar and its vocabulary and the time it takes may be estimated in the following way: 20-30% for the grammar and 70-80% for the vocabulary, yet the study of the vocabulary is clearly neglected in FLT textbooks; 6 there is an enormous difference between spoken texts produced spontaneously by native speakers and written texts carefully prepared and edited; the former - sermo vulgaris - is the language in which 99% of all the texts are produced, yet the latter is presented in FLT textbooks almost exclusively; 7 nowadays the whole human knowledge is being digitalised, with the exception of FLT materials; not digitalised FLT materials cannot be placed on electronic carriers such as computers, kindle devices, mobile phones, tablets; 8 most present-day mainstream English (and other foreign language, FL) textbooks are addressed to everybody; as a result native speakers of Chinese learn English from the same textbook native speakers of Russian do; 9 most people are polylingual, the European Union encourages its citizens to be fluent in at least two foreign languages, human mobility has increased dramatically and keeps growing, yet the present-day mainstream FLT materials are monolingual. After diagnosing the situation, some remedies have been suggested that - after being incorporated into the present-day paradigm of the mainstream FLT - will change it into a new one. Last but not least the term FLT itself is not good enough, and neither is the term ?Foreign Language Learning? (FLL), which is sometimes used; a better term is ?Foreign Language Teaching and Learning? (FLTL), because a teacher without learners is a sad situation, and - on the other hand - there are very few autodidacts.
机译：主流外语教学（FLT）的当今范式不再有效。九个地区已被确定为有缺陷，需要修改或改变的区域：1语言的Phonic层是其主要和不可或缺的部分，但语音输入既不是FLT材料中也不适合; 2外语教学（和学习）只出于技术原因分解为四种基本技能，但这些技能之间没有任何相关性; 3获取语言和学习一种语言之间的经典二分法是在语言学中根深蒂固的，但它可能结果是假的，或者至少似乎在FLT中似乎适得其反; 4语法 - 一个非常误导的术语 - 可以定义为三个部分的组合：语音，形态和语法，其中最后一个是交际观点中最重要的，但它通常是最不重要的三个; 5学习外语可能被定义为记忆其语法及其词汇量，并且可以以下列方式估计所需的时间：20-30％的语法，70-80％的词汇，但对词汇的研究在FLT教科书中显然被忽视; 6由母语人士自发生产的口语文本之间存在巨大差异，并仔细准备和编辑书面文本;前者 - Sermo寻常型 - 是制作所有文本的99％的语言，但后者几乎完全呈现在FLT教科书中; 7如今，整个人类知识都是数字化的，除了FLT材料外;不是数字化的FLT材料不能放在电子载体上，如计算机，Kindle设备，手机，平板电脑; 8个大多数现今的主流英语（和其他外语，FL）教科书都针对所有人;结果，中国母语人士从同一教科书母语讲话中学习英语; 9大多数人都是波动，欧洲联盟鼓励其公民能够流利，至少有两种外语，人类流动性急剧增加，并保持不断增长，但现在当今的主流FLT材料是单一的。在诊断情况后，已经提出了一些补救措施，即 - 纳入主流FLT的当今范式之后 - 将改变为新的。最后但并非最不重要的是，术语Flt本身并不好，也不是这个词？外语学习？ （FLL），有时使用;一个更好的术语是？外语教学和学习？ （FLTL），因为没有学习者的老师是一个悲伤的情况，另一方面 - 储阿西替替莫利很少。

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