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本文的标题或许会使人怀疑:究竟是否可能把第二语言习得的研究成果应用于课堂教学。事实上我确信,从长远的观点来看,对第二语言的研究一定会对教学实践作出很多贡献。可是我认为,自前它的贡献与其说是能发展教学大纲的内容或具体的教学方法,还不如说是能发展教师对于他们自己和他们的学生所能取得的成绩的期望心理。因此,本文标题涉及两种“期望”:(1)教师和研究人员的期望,即第二语言习得的研究成果将启示人们教什么和怎样教;(2)教师对于他们自己和他们学语言的学生所寄予的期望。
The title of this article may cast doubt on whether it is possible to apply the findings of SLA to classroom teaching. In fact, I am convinced that, in the long run, research on second language will certainly make a lot of contribution to teaching practice. But in my opinion, its contribution to the past has been more than the development of teachers’ expectations of the accomplishments of themselves and their students, much less than the content of curricula or specific teaching methods. Thus, the title of this article covers two types of “expectations,” as follows: (1) the expectations of teachers and researchers that the results of second language acquisition will inform people about what to teach and how to teach them; (2) that teachers learn language for themselves and for them Expectations placed by students.