科研之友
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摘要
<正>It is not so long ago that research into foreign language education was concerned with little beyond language and teaching; foreign language education was very much a teachercentered activity and the research agenda reflected this. Language education was regarded as a matter of applying the appropriate teaching technique to the language point being taught in the assumption that learning would automatically occur; research was there to serve this simplistic model of language education as a unidirectional transfer of mental knowledge.
