傳統(tǒng)的英語學(xué)習(xí)為什么沒有外教的效果好？

　　很多孩子加入了一對一外教的課程，發(fā)現(xiàn)成績有較高的提升，那么傳統(tǒng)的英語學(xué)習(xí)為什么沒有外教的效果好?今天英語外教老師給大家分析一下。

　　Many children have joined one-to-one foreign teachers'courses and found that their grades have improved greatly. Why is the traditional English learning not as effective as foreign teachers? Today, the foreign teachers' English teachers give you an analysis.

　　沒有動力

　　No power

　　孩子們在學(xué)校內(nèi)的英語學(xué)習(xí)以及一般的應(yīng)試型英語培訓(xùn)，動力都來自于老師的督促和考試的壓力，當(dāng)原本有趣的語言變成了任務(wù)，孩子會感覺很枯燥，孩子缺乏英語學(xué)習(xí)英語的主動性。

　　The motivation of children's English learning in school and general test-oriented English training comes from the teacher's supervision and examination pressure. When the original interesting language becomes a task, children will feel very dull and lack the initiative to learn English.

　　碎片學(xué)習(xí)

　　Fragment learning

　　傳統(tǒng)的英語學(xué)習(xí)強調(diào)的只是考試的知識點，背單詞、學(xué)語法、做練習(xí)，對英語應(yīng)用能力的培養(yǎng)非常忽視，孩子們學(xué)習(xí)到的只是碎片化的語言，串聯(lián)不起來，使用不起來。

　　Traditional English learning emphasizes only the knowledge points of exams, reciting words, learning grammar and doing exercises. It neglects the cultivation of English application ability. Children learn only fragmented language, which can not be used in series.

　　沒有應(yīng)用機會

　　No application opportunities

　　國內(nèi)大環(huán)境是英語的語言環(huán)境缺乏，課程又不重視，孩子們雖然在學(xué)英語，但是幾乎沒有機會真實的應(yīng)用。

　　The domestic environment is the lack of English language environment, and the curriculum does not attach importance to it. Although children are learning English, they have little chance to apply it in real life.