Đường hướng hành động: Một đường hướng lý thuyết mới hay đường hướng giao tiếp phát triển nâng cao?=The action-oriented approach: A new approach or an advanced communicative approach?

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Tác giả: Quang Thuấn Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: TC Nghiên cứu nước ngoài – Đại học Quốc gia Hà Nội, 2018

Mô tả vật lý: tr.202-212

Bộ sưu tập: Metadata

ID: 474500

Thêm vào giỏ

Đường hướng hành động - một đường hướng giáo học pháp mới - ra đời thật sự là một đóng góp quan trọng vào dạy và học ngoại ngữ. Tuy nhiên, còn rất ít các công trình nghiên cứu làm rõ đóng góp to lớn này, đặc biệt là làm rõ sự khác nhau và giống nhau giữa đường hướng giao tiếp và đường hướng hành động. Bài viết này phân tích những định hướng giáo học pháp mới của đường hướng hành động, một đường hướng giáo học pháp ngoại ngữ mới, cơ sở lý thuyết của Khung tham chiếu châu Âu. Đặc biệt, bài viết phân tích so sánh những điểm giống nhau và khác nhau giữa hai đường hướng giao tiếp và đường hướng hành động, và khả năng tích hợp của hai đường hướng này để có thể áp dụng hiệu quả đường hướng hành động nói chung và Khung tham chiếu châu Âu nói riêng vào dạy và học ngoại ngữ. Kết quả phân tích cho thấy đường hướng hành động có nhiều điểm khác với đường hướng giao tiếp, đặc biệt là đoạn tuyệt về mặt khoa học luận với đường hướng giao tiếp và là một đường hướng giáo học pháp mới chứ không phải là đường hướng giao tiếp phát triển ở mức độ cao hơn.The Action-oriented Approach – a new approach to foreign language teaching – was born as an important contribution to teaching and learning foreign languages. However, very few studies have been made to clarify this great contribution, especially the differences and similarities between the Communicative Approach and the Action-oriented Approach. This paper analyzes the new methodological orientations of the Action-oriented Approach, a new approach of foreign language teaching, the theoretical basis of the Common European Framework of Reference (CEFR). In particular, the article compares the similarities and differences between the Communication Approach and the Action-oriented Approach, and the integration of these two approaches in order to effectively implement the Action-oriented Approach and CEFR specifically for teaching and learning foreign languages. The results of the analysis show that the Action-oriented Approach differs f-rom the Communication Approach
it is also a ‘divorce’ f-rom the Communication Approach, a novelty rather than the Communication Approach per se that has developed to a higher level.

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