教室不再厭煩

No More Classroom Boredom

這篇文章所談的，足使許多英語教師每天在教室中都會用到的策略。根據我的經驗來做猜測，由於亞州學生的天性和背景，這種溝通式教學法，是最易被接受和有效的教學法。我將盡力證明這項理論，即是：透過真正的生活情境和文章，英文課將不再令人厭煩。我將把這種溝通式教學的方法，應用在來自臺灣學生的身上。此一教學法強調促使學生去練習語言的使用，而非專注於一些技術性的事務（例如文法、句子結構等等）。此一理論首先由英國語言學家威爾金斯所提出，他主張語言是一種溝通的工具。This article looks at one of the many teaching strategies that English as Second Language teachers utilise in their everyday classes. From my educated guess, the Communicative Approach is the most compatible and effective pedagogical practice due to the nature and background of Asian students. I will try my best to prove there is no such thing as a boring English class anymore by testing the theory in real life situations and contexts. The Communicative Approach would be the kind of teaching and learning tool that I would implement with students from Taiwan. This form of pedagogy emphasises enabling students to be proactive with language compared to concentrating on the technicalities (e.g. grammar, sentence structures etc.). This approach was first thought of by a British linguist, Wilkins, who proposed that language was a communicative tool.