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A．translate and write
B．read
C．read and write
D．read and translate
Read the following paragraphs and then answer four questions. (北外2011研) The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a means of learning in its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more traditional approaches which emphasize part practice(i. e. , isolating parts of the whole for explicit study and learning)leading up in a more or less controlled manner to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson(1982)refers to as an in at the deep end strategy. Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two sets of factors can be combined. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has evolved in a variety of ways since the 1960s and is now encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in one variant than in another. These principles are the following: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning.(Tudor 2001: 79) An analytical view of learning posits that according explicit attention to the regularities of language and language use can play a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i. e. , isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in general, the isolation and practice of sub-parts of a target skill is a fairly common phenomenon Second, explicit identification of regularities in a language has advantages which Johnson(1996: 83)refers to as generativity and economy. Mastering a regularity in a language gives learners access to the generative potential of this regularity in new circumstances Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners ability to manipulate these regularities for communicative purposes.(Tudor 2001: 86-7) (1)What are the differences between experiential and analytical modes of language learning？ (2)What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages？ (3)What serves as the theoretical foundation for the analytical mode of language learning and what are its advantages and disadvantages？ (4)How would you balance the two modes of learning in your teaching or learning of a foreign language？
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