嗨，同学们，我是小七。今天给大家分享一篇SWT最近的高频真题。

SWT一直都是PTE考试的重中之重，由于PTE的交叉打分机制，SWT一定程度上也决定着阅读分数的高低。但因为机经命中率比较高，考生往往忽略了练习的重要性，背一遍机经就去考试了。考试的时候如果纯靠回忆，很容易在高度紧张的时候忘记，而且一旦题目稍有变化将会不知所措，大大影响作文成绩。所以在备考阶段，对每篇SWT真题进行透彻的学习和分析，才是正确的复习方法。

以下是高频考题Learning Languages的分析，并附上高分参考答案。

Over the years, language teachers have alternated between favoring teaching approaches that focus primarily on language use and those that focus on language forms or analysis. The alternation has been due to a fundamental disagreement concerning whether one learns to communicate in a second language by communicating in that language (such as in an immersion experience) or whether one learns to communicate in a second language by learning the lexicogrammar – the words and grammatical structures – of the target language. In other words, the argument has been about two different means of achieving the same end.

As with any enduring controversy, the matter is not easily resolved. For one thing, there is evidence to support both points of view. It is not uncommon to find learners who, for whatever reason, find themselves in a new country or a new region of their own country, who need to learn a new language, and who do so without the benefit of formal instruction. If they are post pubescent, they may well retain an accent of some kind, but they can pick up enough language to satisfy their communicative needs. In fact, some are natural acquirers who become highly proficient in this manner. In contrast, there are learners whose entire exposure to the new language comes in the form of classroom instruction in lexicogrammar. Yet they too achieve a measure of communicative proficiency, andcertain of these learners become highly proficient as well. What we can infer from this is that humans are amazingly versatile learners and that some people have a natural aptitude for acquiring languages and will succeed no matter what the circumstances.

Over the years, language teachers have alternated between favoring teaching approaches that focus primarily on language use and those that focus on language forms or analysis. The alternation has been due to a fundamental disagreement concerning whether one learns to communicate in a second language by communicating in that language (such as in an immersion experience) or whether one learns to communicate in a second language by learning the lexicogrammar – the words and grammatical structures – of the target language. In other words, the argument has been about two different means of achieving the same end.

多年来，语言教师一直在支持主要侧重于语言使用的教学方法和侧重于语言形式或分析的方法。这种交替是由于对于是否通过用该语言进行交流（例如在沉浸式体验中）来学习这个语言，或者是否通过学习词汇语法来学习用第二语言交流而产生的基本分歧。换句话说，争论的焦点是实现同一目的的两种不同方式。

这段话主要陈述了造成语言教学方法分歧的原因是什么。因此我们只需要讲存在的分歧以及造成分歧的原因罗列出来即可。

The alternation between teaching approaches that focus on language use or language forms is due to a fundamental disagreement concerning should people learn to communicate in a second language by communication or by learning the lexicogrammar.

As with any enduring controversy, the matter is not easily resolved. For one thing, there is evidence to support both points of view. It is not uncommon to find learners who, for whatever reason, find themselves in a new country or a new region oftheir own country, who need to learn a new language, and who do so without the benefit of formal instruction. If they are post pubescent, they may well retain an accent of some kind, but they can pick up enough language to satisfy their communicative needs. In fact, some are natural acquirers who become highly proficient in this manner. In contrast, there are learners whose entire exposure to the new language comes in the form of classroom instruction inlexicogrammar. Yet they too achieve a measure of communicative proficiency, and certain of these learners become highly proficient as well. What we can infer from this is that humans are amazingly versatile learners and that some people have a natural aptitude for acquiring languages and will succeed no matter what the circumstances.

与任何持久的争议一样，这个问题不容易解决。首先，有证据支持这两种观点。寻找那些无论出于什么原因发现自己处于自己国家的新国家或新地区，需要学习新语言，并且在没有正式指导的情况下这样做的语言学习者并不少见。如果他们是青少年，他们可能会保留某种口音，但它们可以掌握足够的语言词汇来满足他们的交际需求。事实上，有些是天生的学习者，他们以这种方式变得对这门语言非常精通。相比之下，有些学习者只是通过课堂上词汇及语法教学的形式来学习新语言。然而，他们的沟通能力也有所提高，而且他们中的的某些人也变得非常熟练这门语言。我们可以从中推断出，人类是一个多才多艺的学习者，有些人有天生的获取语言的能力，无论在什么情况下都会成功。

这段首先说了解决这个争议是不容易的。其次分别详细说了两种方法都是有效的。最后提出结论说人们是多才多艺的学习者，一些人不管用什么方法都能很好的掌握一门语言。

因此，这段可以概括为：

The matter is not easily resolved, but people can become proficient in a language in either way, because they are versatile learners and have a natural attitude for acquiring languages and success in any circumstances.

最后附上参考答案：

The alternation between teaching approaches that focus on language use or language forms is due to a disagreement concerning should people learn to communicate in a second language by communication or by learning the lexicogrammar; the matter is not easily resolved, but people can become proficient in a language in either way, because they are versatile learners and have a natural attitude for acquiring languages and success in any circumstances.

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