灌水，突然发现这篇文章，如骨哽在喉，不吐不快。借用句俗不可耐的话表达我此刻的心情： “我见过不要...,但没有见过如此不要....的。”请将本文与文后所传上的论文比较一下。
呜呼哀哉，我的疑问是：在这本颇有影响的专著中，还有多少篇“论文”也是如法炮制出的呢？
呜呼哀哉，我的疑问是：在这本颇有影响的专著中，还有多少篇“论文”也是如法炮制出的呢？
以下是引用 xusun575 在 2005-8-1 21:10:34 的发言：
For the original article, pls go to http://www.nuis.ac.jp/~hadley/publication/windofchange/windsofchange.htm
Sensing the Winds of Change:
An Introduction to Data-Driven Learning
Gregory Hadley
Niigata University of International and Information Studies
3-1-1 Mizukino
Niigata-shi 950-2292 Niigata, Japan
新国H情蟠笱
hadley@nuis.ac.jp
1.0 Introduction
The English language teaching (ELT) profession is currently undergoing what has been labeled by some (Woodward 1996) as a major paradigm shift. Starting as far back as the mid 1980's (Swan 1985), some began to question many aspects of Communicative Language Teaching (CLT). Since then, many more have joined in expressing concern with the direction that CLT has taken.
One difficulty has been in the inability to define exactly what we mean by "communicative language teaching." Jennings and Doyle (1996) state that CLT as an approach has often become the platform for " . . . unprincipled ecclectism, varying from teacher to teacher" (p. 169). Shortall (1996:31) points out that the failure to clarify CLT has allowed for a wide range of approaches (PPP/Task-based Learning, Notional-Functional, Silent Way, etc.) to be called "communicative." He also reports that popular applications of many of these approaches have tended to reduce or reject the explicit teaching of grammar. Skehan states that this trend in CLT to focus on verbal fluency over formal accuracy " . . . runs the risk of learners becoming confined to the strategic solutions they develop, without sufficient focus for structural change or accuracy" (1996:30). Batstone also warns that such an unbalanced approach to language teaching can lead to the early fossilization of the learners' language skills (1995:229).
The result has been that many are expressing a renewed interest in Pedagogic Grammar (PG). Yamamoto-Wilson (1997) writes:
Is it really necessary to reject a grammatical approach in order to espouse a communicative one? Isn't there a need for a more rounded approach, giving students a grounding in language structure at the same time as developing their communicative competence? (p. 6).
Calling for an increased focus on grammatical form should not be seen as an attempt to dismantle CLT. The proponents for PG are calling neither for a return to the old days of structural grammars, nor for a return to a grammar-translation approach. As Yamamoto-Wilson suggests, the current paradigm shift seeks to correct the perceived imbalance between fluency and accuracy. A major resource being used to develop a more balanced approach to language teaching is currently being motivated by several new and exciting developments in the field of corpus linguistics.
This paper begins by tackling some misgivings that language teachers and learners have when thinking about the subject of grammar, and then moves on to discuss some recent issues in Pedagogic Grammar. Special attention will then be given to one practical application of PG, which is known as Data-Driven Learning (DDL). The final part of this paper discusses the first- documented use of DDL in a class of beginning Japanese English language learners, and reports on their positive responses to DDL as a method for grammar learning.
（以下略）
数据驱动学习法与教学语法
