UC知道英译汉!!!急!!拜托!
来源：百度知道 编辑：UC知道 时间：2024/06/05 10:49:15
Language teaching came into its own as a profession in the 20th century. Central to this process was the emergence of the concept of methods of language teaching. The quest for better methods preoccupied teachers and applied linguists throughout the 20th century.
Methodology in foreign language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is something that links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learni
Methodology in foreign language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is something that links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learni
语言教学在20世纪步入成熟时期.促成这个变化的是语言教学方法概念的出现.以寻找更好的教学方式为目标的教师和语言应用学家贯穿于20世纪始末.外语教学已经表现出各种各样的方法.已经有或多或少的人达成了一致的认识,他们认为语言教学的方法应该是理论与实践的结合.理论方面应该包括,什么是语言,如何学习语言,或者更准确地说,是如何学习第二语言.这些理论与各种设想出来语言教育特色相关联.这些特色可能包括规定的学习目标,课程提纲方针,各种活动,教师,学生的教学任务,教学材料,以及其他.这些教学特色依次与实际的语言教学环境中的练习相联系,并被观察.
不翻译了.心情不好!
语言教学在20世纪作为一门行业发展起来。这个过程的重点是语言教学的概念方法。20世纪，寻找更高效的教学质量困扰着老师和语言学家们。外语的教学已经拥有许多的方法。或多或少的程式化使得这些方法在某种程度上变得死板和重复。它们会包括语言是什么，怎么学，或者特别一点的像第二语言的学习。这些理论会牵扯到语言结构的特点。这些结构也许会包括客观的陈述，教学大纲的特点，事物的类别，老师，学习者，材料或是更多。设计的特点事实上。。。。后面的太难了，我也没法回答了。
my god ,too much