ConclusionGiven the fairly dramatic

Conclusion

Given the fairly dramatic change in attitudes not only to language but also to learners and teachers that came with the development of CLT, it is not surprising that it has taken some time to work out the implications for all aspects of the teaching/learning process. It is, however, worrying that many people’s perceptions of CLT seem to have got stuck at its early stage of questioning and experimentation (admittedly sometimes over-enthusiastic), before some of the key issues were fully resolved. CLT is by no means the final answer - no doubt the next ‘revolution’ in language teaching is already under way somewhere. But whatever innovations emerge, they will do so against the background of the changes brought about by CLT, and will need to accommodate or explicitly reject those changes. Certain of them are too important to lose: the concern with the world beyond the classroom, the concern with the learner as an individual, the view of language as structured to carry out the functions we want it to perform. In order to ensure that these changes are not pushed aside in future developments, it seems essential to attempt to clear away misconceptions that might otherwise be used to damn them and CLT as a whole

ผลลัพธ์ (อังกฤษ) 3:

结论

给予相当戏剧性的变化在态度不仅语言，但也给学习者和教师，是交际教学法的发展，这并不奇怪，它采取了一些时间来解决各方面的教学/学习过程的影响。然而，它是，令人担忧的是，交际教学法的许多人的看法似乎已经被困在它的质疑和实验的早期阶段（当然有时过度热情），在一些关键的问题被完全解决。CLT绝不是语言教学的最终答案，毫无疑问，下一个“革命”已经在路上的某个地方。但无论什么创新出现，他们会对教学带来的变化的背景，并将需要适应或明确拒绝这些变化。某些人是太重要了，失去：的关注课堂以外的世界，关注学习者作为一个个体，作为结构化开展我们希望它执行的功能语言观。为了确保这些变化是不是在未来的发展推到一边，似乎试图消除误解，否则可能会被用来骂他们，交际教学法作为一个整体本质