外语教学法自考题模拟18

外语教学法自考题模拟18

Ⅰ.Multipe Choice

1、 In 1957, Noam Chomsky's book Syntactic Structures was published which started the ______.

A. American structuralism

B. transformational generative linguistics

C. functional linguistics

D. cognitive psychology

2、 Which one of the following activities is included in the acquisition activities in the Natural Approach?

A. Affective-humanistic activities.

B. Communicative activities.

C. Skill-getting activities.

D. Social activities.

3、 According to M.A.K. Halliday, which of the following should NOT be taken into consideration in terms of linguistic events?

A. Form.

B. Context.

C. Substance.

D. Culture.

4、 According to the records available, human beings have been engaged in the study of language for ______centuries.

A. 10

B. 15

C. 20

D. 25

5、 Krashen identifies three kinds of affective variables related to second language acquisition: ______.

A. motivation, self-confidence and anxiety

B. comprehension, acquisition and anxiety

C. input, competence and self-confidence

D. situation, motivation and self-confidence

6、 The Grammar-Translation Method was at one time called ______ since it was first used in the teaching of the classical languages of Latin and Greek.

A. aural-oral method

B. minimum method

C. Audiolingual Method

D. Classical Method

7、 It became a key feature of the Oral Approach in the 1960s that ______.

A. new language points are introduced and practised in situations

B. accuracy is maintained

C. reading and writing are introduced later

D. translation should be avoided

8、 The discourse theory was established by ______ in the late 1970s and developed from M. A. K. Halliday's theory of first language acquisition.

A. E. Hatch

B. M.A.K. Halliday

C. Stephen Krashen

D. Joseph H. Greenberg

9、 The generative-transformational school of linguistics emerged through the influence of______.

A. Noam Chomsky

B. Ｊ. Piaget

C. Ｄ. Ausubel

D. Ｊ.Ｂ. Bruner

10、 Which of the following do Krashen and Terrell NOT emphasize?

A. Communication.

B. Vocabulary.

C. Meaning.

D. Grammar.

11、 The 1920s saw the emergence of a new psychological school called ______ founded by a group of psychologists.

A. cognitive psychology

B. behaviourist psychology

C. psychoanalysis

D. Gestalt psychology

12、 Chomsky holds the position that linguists should study the ______ of the native speaker.

A. linguistic performance

B. linguistic competence

C. communicative performance

D. communicative competence

13、 According to the Audiolingual Method, ______ is not a crucial element for learning to happen.

A. a stimulus

B. reinforcement

C. a response

D. a hypothesis

14、 Which of the following is forbidden in a Direct Method classroom?

A. Using gestures.

B. Sketch drawing.

C. The first language.

D. Writing.

15、 ______ of second language acquisition was developed from the Halliday's theory of first language acquisition.

A. Habit formation theory

B. Discourse theory

C. Monitor theory

D. Cognitive theory

Ⅱ.Filling Blanks

16、 The Natural Approach considers ______ as the most important element of any language teaching program.

17、 The ______ Approach emphasizes on dictation, imitation and controlled oral-based reading and writing tasks.

18、 The______Method aims to enable the learners to read and translate its literature.

19、 Traditional linguistics was ______ in nature.

20、 According to the______ approach, language learning in real life differs from language learning in the classroom.

21、 For Candlin, the meaning ______ involved in making choices and decisions lies at the heart of the language learning process.

22、 The ______ Approach emphasizes on oral skills: use of only the target language in the classroom.

23、 In the ______ Approach, class time is devoted primarily to providing input for acquisition; the teacher speaks only the target language, students may use either L1, or L2; errors are corrected.

24、 In the ______Approach, the teacher creates speeches which enable students

to interact using the target language. Students are not forced to respond in the target language immediately.

25、 The Total Physical Response method sees successful adult second language learning as a process paralleled to children's first language ______.

26、 In practice the Cognitive Approach involves more active use of the students' mental power, which is especially suitable for ______language learners.

27、 The Cognitive Approach lays emphasis on the ______ acquisition of language as a meaningful system.

28、 The Grammar-Translation Method believes that grammar is the ______ of language, and language materials are arranged according to the grammar system.

29、 The ______ Method at one time was called Classical Method since it was first used in the teaching of the classical language of Latin and Greek.

30、 Palmer insisted there was a basic difference between the ______ capacities of human beings and the trained or " studial" capacities of the classroom learner.

Ⅲ.Matching

______ language acquisition device (LAD.

2) ______ stimulus and response

3) ______ the discourse theory

4) ______ acquisition and learning

5) ______ the input hypothesis

a) The former refers to the subconscious process leading to the development of "competence"; the latter refers to conscious study and knowledge of grammatical rules.

b) A sort of mechanism or device which contains the capacity to acquire one' s first language.

c) It assumes that humans acquire language in only one way--by understanding messages, or by receiving "comprehensible input".

d) It believes there is little difference between the first language acquisition process and the process of second language acquisition--only through communication discourses.

e) The former serves to elicit behaviour; the latter is triggered by the former.

Ⅳ.Questions for Brief Answers

36、 What is the attitude of the Cognitive Approach towards mistakes in the language learning process?

37、 What are the principles and consequences of the Reform Movement?

38、 How does the cognitive psychology explain the acquisition of knowledge?

39、 What are the main disadvantages of the Cognitive Approach?

40、 What is Chomsky's explanation of the first language process?

41、 What are the principles and consequences of the Reform Movement?

Ⅴ.Questions for Long Answers

42、 Are there any similarities and differences between the Oral Approach and the Audiolingual Method in terms of language theories and learning theories?

43、 Discuss in your own words any five characteristics of the Audiolinguai Method.

答案:

Ⅰ.Multipe Choice

1、B

[解析] 1957年乔姆斯基出版了他的专著《句法结构》。这本书在语言学界掀起了一场革命，还产生了一个新的学派——转换生成语言学。

2、A

[解析] 语言习得活动分为四类：情感人文活动(Affective-humanistic activities)、解决问题活动(Problem-solving activities)、游戏活动(Games)和内容活动(Content activities)。

3、D

[解析] 韩礼德认为linguistic events应该从三个层面进行研究：substance, form and context，因此排除D。

4、D

[解析] 我们不知道人们从什么时候开始对他们正在使用的语言感兴趣，但根据现存的资料，我们确信人们开始研究语言至少2500多年了，即25个世纪。故选D。

5、A

[解析] 克拉申在其提出的情感过滤器假设(Affective filter hypothesis)中确定了三种可变的情感因素与第二语言的习得有关，包括动机(motivation)、自信(self-confidence)、忧虑(anxiety)。这三种情感因素影响了语言的学习速度。

6、D

[解析] 语法翻译法是指以翻译和语法学习为主要教学活动的外语或第二语言教学法。由于这种教学法首先被用来进行拉丁语和希腊语等古典语言的教学，它曾一度被称为古典法(Classical Method)。

7、A

[解析] 口语法指出应该在情境中介绍和练习新的语言点，即单词应放到句子中讲解，句子应放在有意义的上下文中去练习，而不是被当成孤立的、互不相关的成分来教。这条原则在20世纪60年代成了口语法的最重要的特征。

8、A

[解析] 话语交际说(Discourse theory)是由韩礼德的第一语言习得理论发展而来的，由哈奇(Hatch)于20世纪70年代后期提出。韩礼德认为，第一语言习得的过程实际上就是学会用语言进行交际的过程，哈奇赞同他的母语习得观，认为第二语言习得的过程与第一语言的习得过程实际上没什么区别——学生只有通过话语交际才能习得第二语言。选项B韩礼德是功能语言学派代表，提出话语篇章分析(Discourse Analysis)，并创建系统功能语法(Systemic-functional grammar)。

选项C克拉申是自然法的奠基人，提出了自我监测模式(Monitor Model)。选项D格林伯格通过比较分析不同语言以确认语言中的共性，属于语言共性说中较有影响的一个。

9、A

[解析] 1957年乔姆斯基出版了《句法结构》一书，这本书在语言学界掀起了一场革命，还产生了一个新的学派——转换生成语言学(generative-transformational school of linguistics)。因此说转换生成语言学的出现受到了乔姆斯基的影响。

10、D

[解析] 克拉中和特雷尔在自然法中认为，交际是语言的首要功能；强调了意义的重要作用；强调词汇的重要性，认为语言的基础是词汇；而语法仅具有次要的功能，它只是确定如何用词汇来表达意思。

11、D

[解析] 格式塔心理学产生于20世纪20年代，由德国心理学家韦特墨、考夫卡和勒文等人所创立。1890年由弗洛伊德提出精神分析的心理学理论，1913年美国心理学家华生发表了题为《行为主义者眼中的心理学》被认为是将行为主义正式引入心理学领域，直到20世纪60年代，行为主义开始从其支配地位走下坡路，其地位逐渐被一种新的认知心理学所取代，代表人物皮亚杰和乔姆斯基。 12、B

13、D

[解析] 听说法的学习理论是行为主义心理学。行为主义心理学认为行为的产生依赖学习中的三个决定性因素：用来引起行为的刺激物(stimulus)；由刺激引发的反应(response)和表明反应是否适当并在未来促使反应重复(或抑制)的强化(reinforcement)。学习是刺激、反应和强化的过程。14、C

[解析] 直接法课堂教学中只用外语来授课和进行交流，完全避免使用母语。

15、B

[解析] 话语交际说是由韩礼德的第一语言习得理论发展而来的，由哈奇于20世纪70年代后期提出。Ⅱ.Filling Blanks

16、 input

[解析] 自然法认为语言输入是任何一种语言教学程序中最重要的部分。

17、Oral

[解析] 口语法的教学技巧主要有：(1) 用情景介绍新句型(new sentence patterns presented in situations)；(2) 操作练习(Drill-based practice)；(3) 指导下的复述和替代练习(Guided repetition and substitution activities)；(4) 听说、模仿和教师规定的以口语为基础的朗读和写作(Dictation, imitation and controlled

oral-based reading and writing tasks)。

18、Grammar-Translation

[解析] 语法翻译法课堂教学的最终目的是让学生能够阅读和翻译所学的文学作品。它总共有四个目的：(1) 能够阅读和翻译所学的文学作品；(2) 能够理解和掌握目标语；(3) 能够帮助学生发展智力；(4) 能够更好的理解第一语言。

19、practical

[解析] 传统语言学派研究具有实用性，研究语言的目的是为了读懂古代的经典，因此对于他们来说书面语优于口语，口语是语言的滥用，并把单词作为研究的起点，研究语言规则是采用规定式的方法(Prescriptive approach)。

20、Oral

[解析] According to the Oral Approach，language learning in real life differs from language learning in the classroom.口语法奠基人帕默尔区分了自然环境中的语言学习和在教室里进行的语言学习，认为学生在课堂学到的能力使他能组织自己的学习，并利用已有的知识去完成手中任务。

21、negotiation

[解析] 坎德林(Candlin)认为，交际语言学习是一种高度社会化的活动，在活动中学习者参与协商过程之中，学习者运用自己已掌握的知识，与其他人分享和优化知识，并学习课程所要求掌握的内容。

这样的意义协商必然涉及作出选择和决定，这个协商过程就是语言学习的核心。

22、Oral

[解析] 口语法强调口语优先于书面语，课堂教学用目标语。

23、Natural

[解析] 自然法的课堂教学采取了一种独特的教学方法，有如下特征：(1)课堂时间应主要提供有助于习得的语言输入。(2)教师在课堂上只能讲目标语，学生则可以使用母语或目标语。(3)家庭作业包括正式的语法练习，错误也要被纠正。(4)语言活动可以包括某些语法结构的运用，但目的是使学生发表意见、完成任务和解决问题。

24、Natural

[解析] 语言输入丰富的课堂教学是自然法的一大优势，教师的主要任务是创造出大量的语言材料让学生接触，使学生开始用目标语进行交流，并开始语言习得的进程。教师提供给学生大量的语言输入时，并不迫使学生很快的用目标语做出反应。另一个优势是学生可以和自己水平差不多的学生进行有意义的交流。

25、 acquisition

[解析] 全身反应法(Total Physical Response)认为，成年人学习第二语言与小孩习得母语的过程是一样的。全身反应法的提倡者阿舍认为，在母语习得中成年人对小孩说的话主要是以命令的形式出现的，而小孩在能说话之前主要是以身体动作来做出反应的，那么成年人在学第二语言时就应遵循小孩学母语的途径。

26、adult

[解析] 认知法在语言实践中强调外语学习要更积极地发挥学生的智力，这一点尤其符合成年人学习外语的情况。

27、conscious

[解析] 认知法认为，语言是一个意义系统(meaningful system)，强调在理解的基础上有意识的学习语言(conscious acquisition)，其依据的理论基础是认知理论和转换生成语法理论。

28、core

[解析] 语法翻译法强调讲授第二语言语法，语法被看作语言的核心，因此，是外语课堂教学的主要内容，学习语法的过程是训练智能的重要手段，教材内容是根据语法体系来安排的。

29、Grammar-Translation

[解析] 语法翻译法是指以翻译和语法(translation and grammar)学习为主要教学活动的外语或第二语言教学法，由于这种教学法首先被用来进行拉丁语和希腊语等古典语言的教学，它曾一度被称为古典法(Classical Method)。

30、spontaneous

[解析] Palmer insisted there Was a basic difference between the spontaneous capacities of human beings and the trained or "studial" capacities of the classroom learner.

帕尔默是口语法的奠基人，他坚持认为，人们自然的、无意识的习得语言(acquired language)的自发能力(spontaneous capacities)与学生通过训练或“学习”得到的能力(trained or "studial" capacities)之间有着根本的不同，他认为：自发能力在习得口语的过程中被得到充分发挥，而学得的能力则是培养读写能力所需要的。

Ⅲ.Matching

31、

乔姆斯基认为每一个儿童生来就具有语言习得机制(LAD：Language Acquisition Device)，不需要教他们语言，也不需要纠正其语言错误，只要让他们生活在语言环境之中，就能学会语言，并且在不知不觉中掌握其本族语的语言规则。

32、

行为主义心理学试图解释外部事物(刺激物)是如何引起个体行为的变化(反应)。

33、

话语交际说(Discourse theory)是由韩礼德的第一语言习得理论发展而来的，由哈奇(Hatch)

于20世纪70年代后期提出。韩礼德认为，第一语言习得的过程实际上就是学会用语言进行交际的过程，哈奇赞同他的母语习得观，认为第二语言习得的过程与第一语言的习得过程实际上没什么区别——学生只有通过话语交际才能习得第二语言。

34、

自然法的提倡者克拉申的第二语言习得中自我监测模式(Monitor Model)区分了获得和使用第二

语言和外语中的两个性质截然不同的过程，一个是“习得”(Acquisition)，另一个是“学

习”(Learning)，习得是潜意识过程导致“语言能力”的发展和提高，而学习是有意识的学习语法规则。

35、

自然法奠基人克拉申提出语言输入假设认为人们习得语言的唯一途径——理解信息，即接受“可理解的输入”，它指的是习得者能够根据语言使用的环境和语言的形式理解所表达的话语。

Ⅳ.Questions for Brief Answers

36、The Cognitive Approach holds that mistakes are unavoidable in the creative use of language.Students should be led to learn and use the language by making hypothesis,testing the hypothesis and then making corrections.The teacher should analyze the mistakes to find the cause and do some remedial work accordingly. 37、The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the teaching-learning process, and the absolute priority of an oral methodology in the classroom. The consequences were great. Many people took part in the Reform Movement. A lot of books were published. An applied linguistic approach to language teaching began to shape. 38、The term cognitive means knowledge and "cognitive" psychology can be defined as the study of people's ability to acquire, organize, remember and use knowledge to guide their behaviour.As for the acquisition of knowledge,cognitive psychology believes that there are two principal types of cognitive structures which are called schemas and concepts. Theschemas refer to sets of rules that define categories of behaviour and concepts are rules that describe properties of events and their relations with one another. Children acquire schemas and concepts by interacting with their environment with the help of two processes-assimilation and accommodation. 39、(1) Teachers find it difficult to select and prepare meaningful presentations. And students who are slow to comprehend do not work successfully with the method because learning depends a lot on analysis and understanding.

(2) There are not yet complete and systematic practical activities and procedures for classroom use. 40、 Chomsky assumes that children are born with a language acquisition device (LAD). This LAD is made up of a set of general principles called universal grammar. Once the child is born, the particular language environment will trigger the LAD. Children's language acquisition process completes when the universal grammar is successfully transformed into the grammar of a particular language. 41、 The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the teaching-learning process, and the absolute priority of an oral methodology in the classroom. The consequences were great. Many people took part in the Reform Movement. A lot of books were published. An applied linguistic approach to language teaching began to take shape. Ⅴ.Questions for Long Answers

42、 In terms of language theories, there exist little differences between the Oral Approach and the Audiolingual Method. The two approaches have the following similarities: both hold a structural view of language. Structural linguistics views language as a system of structurally related elements for the expression of meaning. Both identify language with speech, and speech ability is approached through oral practice of structure. However, the Oral

Approach was developed by the British applied linguists, while the Audio lingual Method was developed by the American structuralists. In terms of learning theories, the two methods also have something in common: both believe in a theory of learning that is based on a type of behaviorist habit-formation theory. Foreign language learning is considered basically a process of habit formation. However, there are also differences between them: while both methods emphasize the establishment of good speech habits through repetition of sentence patterns, the Oral Approach holds that new language points should be introduced and practised situationally, that is, in meaningful context, not be taught as isolated, disconnected elements. And the Oral Approach encouraged direct and spontaneous use of the target language in the classroom. The Audiolingual Method holds learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation. It overemphasizes language form, not language content, students are not expected to make any spontaneous, personal contribution.

43、 (1) New material is presented in dialogue form.

(2) There is dependence on mimicry, memorization of set phrases, and over-learning.

(3) Structures are sequenced by means of contrastive analysis and taught one at a time.

(4) Structural patterns are taught using repetitive drills.

(5) There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation.

(6) Vocabulary is strictly limited and learned in context.

(7) There is much use of tapes, language labs, and visual aids.

(8) Great importance is attached to pronunciation.

(9) Very little use of the mother tongue by teachers is permitted.

(10) Successful responses are immediately reinforced.

(11) There is a great effort to get students to produce effort-free utterances.

(12) There is a tendency to manipulate language and disregard content.

自考英语教学法知识点总结

自考英语教学法知识点总结

自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。 话语结构就是说话的套路，说的各句子之间的联系规律。

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《外语教学法》第二章练习 I. Multiple choices. 1. One of the disadvantages in the Grammar-Translation Method is that the texts are taken from _____, the language of which doesn't often meet the practical needs of the learners. A. literary works B. newspapers C. tales D. critical reviews 2. The theory of language underlying the Grammar-Translation Method was derived from _____ Linguistics. A. Applied B. Comparative Historical C. Traditional D. Structural 3. Which of the following is NOT emphasized by traditional linguists? A. Correctness. B. The purity of a language. C. Literary excellence. D. Communication. 4. _______ the first language is used in the teaching of the second language in the Grammar-Translation Method.

自考英语二学习方法指导

自考英语二的学习方法 自考英语（二）的学习方法 英语（二）大概是自学考试所有非英语专业的课程中最难通过的一门课程。许多考生连续多次参加考试，成绩都不理想。而且最让人左右为难、欲罢不能的就是每次考试都是50多分。努力学习了半年，结果考试成绩比上次不是相差无几、就是甚至还低几分。这真是让人伤透脑筋。笔者认为要学好英语（二），需处理好以下几个方面的关系问题： 一、应该处理好英语（二）这门课的学习任务与考试要求的关系问题 按照现行的公共英语自学考试大纲的规定，英语（二）的教学目的是让学生能比较熟练地掌握英语基础知识，初步具备阅读一般性的英语专业书刊和资料的能力。具体要求如下： 1.语音：能拼读国际音标和比较流利地朗读课文，语音语调基本准确。在考试中，虽然不考语音题，但具备一定的语音基础知识却是学好英语（二）的基础。实际学习过程中，学生可以不要求发音准确，不要求英国音还是美国音的区别，不要求读或说的流畅动听，但会读会说却是必不可少的。否则，整个学习将是十分艰难的，也是十分枯燥乏味的，学习成绩也必将大打折扣。因此自考学生在语音学习方面应该做到会读单词和课文，并能说出自己的想法（理想的结果和标准类似于中央电视4台的专题采访中那些专家学者的英语：发音不准，但能顺利表达自己的想法）。但笔者不提倡学生在英语（二）的学习中从听录音或者练习口语人手，相反，应该按照教学大纲，从朗读课文入手。将语音放在课文学习中提高。 2.词汇：英语（二）包括英语单词约3800个（其中中学阶段所学词汇1600个），词组约750个，阅读量为50000余词。要求能流利地读出并说出词的语法特征（词类和形态变化），而且要能说出汉语词义，对比较常用的词要能英汉互译，拼写正确并记住固定搭配。此外，还要了解基本的构词规则，记住常用前缀、后缀的意义并能根据他们猜测词性和词义。这个任务说起来并不难，但是由于自考学生工作任务重、家庭责任大、学习时间少等原因，要完成这样的词汇量，几乎是难于上青天。首先，应该认真学习课文，使词汇学习有一个基本的系统性。应该把单词的记忆放在一定的有意义的情景中，尤其是课文中进行记忆可能是英语学习最迅捷、经济、有效的办法。特别是某些难以记忆的单词，如diabetes，anaesthetica，toxicity等词，单独记忆很难，也没有多少意义，因为它们使用率很低，就更应该放在课文的具体语境中理解；要把记忆生词和学习课文结合起来，在课文中记单词，而且要使记单词为学课文服务，而不是相反。离开课文记单词很难记住，记住了也容易忘记，而且还不会用。外面许多单词记忆法几乎都具有这个问题。其次，应该通过做基础语法练习和阅读练习来巩固和加强基本词汇和常用词组的练习。 再次，在单词记忆中运用各种方法（一切单词记忆方法，如词缀联想法、语境联想法、以及市面上各种名目繁多的记忆法，其实质都在于通过各种联想，有些甚至是人为的、“虚假的”联想来增强词汇的系统性，从而达到比较快地记忆单词的目的）。 最后，要在考试题的练习中巩固和提高词汇的应用能力（考题练习不是目的，甚至也不是重要手段，但对于学好这门课既通过考试来说，却是必要的手段）。 3.语法：英语（二）的学习要求学生对英语语法的整个体系（词法和句法）有比较清晰的概念，掌握词形变化规则，了解词和词组在句子中的作用、句子和分句的结构和功能并能在阅读和汉译英中实际运用。其实质在于一个系统性。在自考学生这一点就显得尤其重要。有了系统性，各种零乱的知识点反而会变得简单起来，也容易记忆了。达到这一点的前提条件有三个：一是教师讲得清晰明了。语法知识仅仅靠学生自学是比较困难的，但讲得太多似乎也没有必要，而且学生也难以接受。二是学生的理解要在头脑中形成一个比较完整的概念，这是不言而语的。三是要有相应的配套练习。仅仅靠书本上的练习是不够的，而且难度似乎也和考试有距离，学生接受起来也比较困难。由于英语（二）课文的难度较大，而且考试为学业考试，笔者在教学中直接采用课文中的原句子做语法练习，取得了较好的效果。同时，语法和词汇应该是互相促进的，不可偏废。学习语法应该是为了增强词汇的运用能力，而词汇的学习和记忆又反过来促进着语法的理解和应用。 4.阅读能力：大纲要求学生掌握初步的阅读技能，能读懂与所学教材最后一册课文难易程