前言在语言研究与外语教学中,社会——文化因素日益受到重视,出现了一大批在外语教学中进行社会与文化教学的论文与专著。苏联学者也提出“照顾文化”为现代外语教学应遵循的三大原则之一(转引自俞约法,1988)。在这样的学术环境中产生的社会——文化教学法以韩礼德的社会语言学为语言学理论基础,以第二语言习得理论为语言学习理论基础,它把系统地学习目的语与学习目的 Preface In the field of language research and foreign language teaching, the socio-cultural factors are increasingly valued. A large number of theses and monographs have been published on social and cultural teaching in foreign language teaching. Soviet scholars have also proposed that “taking care of culture” as one of the three major principles to be followed in modern foreign language teaching (quoted from Yu Yifa, 1988). The socio-cultural pedagogy developed in this academic environment takes Halliday’s social linguistics as the linguistic theory basis and the second language acquisition theory as the foundation of language learning theory. It systematically learns the purpose language and the purpose of learning