經驗主義與修正主義導向的英語教學視野

English Teaching Perspective Based on Empiricism and Revisionism

English teaching has been prevailing in the world since 20th century, in which empiricism and revisionism have had civilizing influences on English education and some teaching respects including teaching materials, teaching methods, teaching strategies, teaching skills, multiple evaluation and teacher-/student-centered instruction have experienced different challenges and responses from traditional steps to new creative ones. As a matter of teaching materials, ESP teaching has been emphasized than before, because there are clear advantages in setting up an ESP course where students have specific needs. Besides, ESP teaching is more attractive for learners than general English (EGP), because its aims are widely accepted by learners (Dudley & St. John, 2000, pp. 9-10). As a matter of English teaching methods, the traditional teaching methods such as the audiolingual method and the new-developed teaching methods such as the communicative approach can be complemented each other and relied on each other, but the new-developed teaching methods will be still more popular and more prevailed in real topic study and in practical teaching activities. As a matter of teaching strategies, no matter how effect and function the teaching strategies may be, the conventional teaching strategies such as bottom-up model and new-created teaching strategies such as 'i+1 Input' model can be used flexibly although the contrast and the opposite are really in different teaching strategies. As a matter of 4 skills teaching or 5 skills teaching, four skills are emphasized and prevailed in English teaching processes since the late 19th century and early 20th century, in which the most teaching activities nowadays mostly lie in speaking, listening, reading, and writing. From 1990s up to now, 5 skills are adopted gradually in English class, in which speaking, listening, reading, writing, and translation are flexibly involved in teaching activities, because translation training for students is more necessary for international communication. As a matter of teaching evaluation, the multiple assessment is a new teaching indicator of teaching activities, in which the traditional evaluation of Paper-Pencil Test is still prevailed in English teaching processes and new additional evaluation such as Portfolio Assessment and Classroom Observation are just implementing for the purposes of promoting teacher's teaching achievements and students' learning results. As a matter of teacher-centered instruction and student-centered instruction, improvements for students' needs in English teaching materials, teaching methods, teaching strategies , teaching skills, and teaching evaluation are evidently emphasized since 1970s up to now, in which the more attractive teaching materials such as ESP, the more humanistic teaching methods such as the Communicative Approach and the more effective teaching strategies such as Interactive Model are used not only for enhancing teaching function and learning effectiveness but also for emphasizing the needs of changing and balance for important role play between teacher and students.二十世紀以來英語教學舉世盛行，當中經驗主義與修正主義對英語教育展現了感化力，並在英語教材、教學方法、教學策略、教學技巧、多元評量以及以教師為中心或以學生為中心之教學各層面，經歷從傳統到新創之過程。就英語教材而言，「專門目的英語」（ESP）之教學已比以前更受重視，此因在建構「專門目的英語」課程時，學生有特殊利益之需求。此外，對學習者而言，「專門目的英語」教學比「通才目的英語」教學擁有更強動機，因為「專門目的英語」之教學目標廣為學習者所接受。就英語教學之教法而言，傳統教學法（例如「聽講教學法」）與新發展之教學法（例如「溝通教學法」）既可彈性因勢而行，亦可折衷整合而相輔相成。但新發展之教學法在真實的主題研究及實際的教學活動中仍將更盛行。就英語之教學策略而言，不論教學策略之效果及功能如何，例行之教學策略（例如「由下而上」模式）或新創之教學策略（例如「指標加1輸入」模式），雖不同策略互有差異，但都可彈性各自運用。就四技能教學與五技能教學而言，四技能教學自十九世紀末二十世紀初以