1) NSA(Native Speaker Approach)
外教教学法
2) foreign language teaching methodology
外语教学法
1.
This paper briefly discusses the three levels of path, pattern and process in the theory of foreign language teaching and the related three research levels in foreign language teaching methodology: ontology, practice, and methodology.
简要地论述外语教学法理论中的路子、模式、过程三层次论及与之相关的外语教学法的研究三层次:本体论、实践论和方法论;并总结了由此而产生的外语教学法研究的发展趋势。
2.
The formation and development of schools of foreign language teaching methodology is closely related to linguistics.
外语教学法流派的形成和发展与语言学有着密切的联系,从19世纪以前至20世纪末,随着语言学研究的深入,先后出现了语法翻译法、直接法、听说法、认知法、交际法等流派。
3) foreign language teaching methods
外语教学法
1.
The essay briefly introduces the theoretical foundation and features of the four foreign language teaching methods,which have given great impact on China s foreign language teaching,tries to combine them with intrinsic motivation,and put it into practice to direct college English teaching reform to a new way.
单一外语教学法已经不适应当今中国大学英语教学实际情况。
2.
The paper briefly comments the main developing trend of modern foreign language teaching methods.
本文以发展演变为切入点,简要评析现代外语教学法的主要发展趋势,旨在揭示这些发展趋势对外语教师和外语教学的重要启发,即只有采取兼容并蓄、折中融合等多种教学方法,才能收到预期的教学效果。
3.
This article states foreign language teaching methods theoretically, draws the trend of foreignlanguage teaching practice at present, namely, a new teaching method-eclectic approach followed withinterest by people in recent years, probes into its own characteristic-individualization and the problemand strategies concerned in this teaching method when it is operated.
从理论上阐述外语教学法,引出目前外语教学实践走向,即近年来被人们所关注的新的教学方法——折衷法。
4) foreign language teaching approaches
外语教学法
1.
Evaluation and analysis on foreign language teaching approaches abroad;
国外外语教学法流派评析
2.
This article is trying to find the linking point of Psycholinguistics and Applied-linguistics according to the characteristics of Child Language Acquisition, so as to improve the development of Foreign Language Teaching Approaches.
本文力图从儿童习语的特点入手 ,找出心理语言学和应用语言学之间的契合点 ,从而推进外语教学法的发
5) teaching methods
外语教学法
1.
Meanwhile,it is found that the present teaching methods are greatly influenced by humanism,for they focus on students from different angles and dimensions.
随着社会进步和语言教学理论的更新,当今外语教学法出现了一些新趋势。
6) foreign language teaching method
外语教学法
1.
Over a long period of time, the study on the system of foreign language teaching methods is the main research content in this field, especially, major differences exist in various teaching systems of foreign language.
外语教学法体系的研究是外语界长期以来研究的重要内容。
补充资料：四教──化法四教
【四教──化法四教】
﹝出天台四教仪﹞
化法者，佛化众生之方法也。
［一、藏教］，藏即含藏之义。谓经律论各含一切文理，故名藏教。
［二、通教］，谓通前藏教，通后别、圆，故名通教。（通前藏教者，谓此教钝根菩萨，虽观无生四谛，但证真空之理，与前藏教是同也。通后别、圆者，谓此教利根菩萨，证真空之理时，能于真空，了达不空，即入后之别教。若知空不空，具一切法，即入后之圆教也。）
［三、别教］，别即隔别不同之义。谓别前藏、通，别后圆教，故名别教。（别前藏、通者，谓此教独被菩萨，不涉二乘所修也。别后圆教者，谓此教所谈法门，行相隔历次第，而不圆融也。）
［四、圆教］，圆即不偏之义。谓此教所诠中道之理，性相圆融，事理无碍，法法具足，故名圆教。
﹝出天台四教仪﹞
化法者，佛化众生之方法也。
［一、藏教］，藏即含藏之义。谓经律论各含一切文理，故名藏教。
［二、通教］，谓通前藏教，通后别、圆，故名通教。（通前藏教者，谓此教钝根菩萨，虽观无生四谛，但证真空之理，与前藏教是同也。通后别、圆者，谓此教利根菩萨，证真空之理时，能于真空，了达不空，即入后之别教。若知空不空，具一切法，即入后之圆教也。）
［三、别教］，别即隔别不同之义。谓别前藏、通，别后圆教，故名别教。（别前藏、通者，谓此教独被菩萨，不涉二乘所修也。别后圆教者，谓此教所谈法门，行相隔历次第，而不圆融也。）
［四、圆教］，圆即不偏之义。谓此教所诠中道之理，性相圆融，事理无碍，法法具足，故名圆教。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条