英语教学法原著选读8：建立一般教学模式
本文英文原文选自《Success in English Teaching》（Paul Davis, Frank Pearse），第10、11页，上海外语教育出版社出版，武太白翻译。本文于微信公众账号“武太白金星人”首发，敬请转发、分享，并欢迎微信扫描如下二维码关注“武太白金星人”订阅号：
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原文
A general model of English teaching
Throughout this chapter so far, we have been emphasizing communication as the starting point of an English language course as well as the main goal of teaching English. This makes English language teaching look like a simple ‘communication highway’:
But we have also recognized that a sequence of new language items is usually a major element in course syllabuses. Each item is to be presented, practised, and somehow incorporated into a growing repertoire of English. This cycle is often described as Presentation-Practice-Production (usually shortened to PPP). This is a useful and widely-recognized model of language teaching. It can be added to the communication highway view of English language teaching as a series of ‘PPP loops’：
We also said that learning how to communicate effectively and accurately in English is a long-term project, and that even basic errors persist in learners’ conversation and writing for a long time. Learners do not often grasp new items perfectly and permanently at first. They usually need a lot of further work, often long after first presentation and practice. We can add this to the ‘communication highway’ too:
With communication as the beginning and end of teaching and learning English, but 'presentation and practice of new language loops' and 'language review and-error-correction loops’ as important elements, we have a complete model of English teaching which can help us see the complex process of teaching more clearly.
Of course, although a clear model or approach to teaching is very useful, it is a simplification and an idealization. Reality is more complex, and any model needs adapting to specific teaching situations. Also, certain conditions are necessary for any approach to teaching to work adequately in practice.
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译文
本章至此，我们一直在强调沟通应作为英语教学课程出发点，也应是英语教学的主要目标。这就使英语语言教学看起来像是简单的“交流高速公路”：
但我们也认识到，课程大纲中的一个主要元素就是一系列的新语言项目。每个项目都应得到新授、练习，并以某种方式整合到不断加大的英语语言积累中去。这一循环经常称为“新授-练习-输出”（通常简称“PPP”）。这是一种有用的、广为认可的语言教学模式。可以将其添加到交流高速公路的视角上去，成为一系列的“PPP循环”：
我们也说到，需要长期的努力，才能学会怎样用英语进行有效的、准确的沟通，即便是基础性的错误，也会在学生的对话和写作中长期存在，不能完全杜绝。学生经常不能一开始就完美地、永久地掌握新内容。他们通常需要大量后续学习，经常要在新授和练习过程后还要练习很久。我们也可以将此加入交流高速公路。
把交流当作英语教学、学习的起点和目的，把“新语言项目的新授与练习循环”和“语言复习与纠错循环”当作重要成分，我们就有了完整的英语教学模式，能够帮助我们更加清晰地审视教学的复杂过程。
当然，尽管清晰的教学模式、或曰教学方法是很有用的，这也只是一种简单化，一种理想化。教学实际要更复杂，任何一种模式都需要加以调整，才能适应具体的教学情境。而且，也有一些条件必须满足，教学方法才能在实践中充分起作用。
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