Some people think that all school students should learn a foreign language. Others think that a student should not be required to learn a foreign language if he or she does not have talent for it. Discuss both views and give your opinion
1题目大意
有人认为所有学校学生都应该学习外语，其他人认为如果他们没有天分不应该对此做出要求。讨论双方观点并给与个人观点。
2思路解析
这是一道教育类话题，双边讨论的题型需要对每个观点分别表达同意或反对，最终的结论就是我的立场，可以是中立（双方都同意或都反对），也可以是单边支持某一方立场。
这道题在审题时要注意两个地方，前者观点中有“all school students”这个词，遇到词我们一般都是持反对立场。后者观点中“should not be required”意味着“不做要求，而不是不能学”，因此在立场，我们认为后者观点更加合理。
接下来我们来具体看双方观点及背后原因。
先来看“认为所有学生都应该学习外语”的观点，在他们视角中，外语学习对于学生能力的培养的是必要的。他们认为外语的习得过程不仅仅是掌握了一门新的语言，并且能够通过接触另一种语言逻辑来拓宽学生的逻辑思维。但这种观点显然对于学生的要求太过和苛刻，因为不是每个学生都需要通过这样一种方式来提升逻辑思维，也并不是每一个学生都有能力和条件来进行对于第二门语言的培养。
这也就意味着在进行语言培训过程中，要根据多个因素来评定学生是否适合于进行第二语言的学习，比如说天赋、兴趣度和学习环境等等。任何一种能力的获取和学科的习得，在理想情况下都应对于学生的自我条件进行具体的考量和分析，再去测试学生是否真的擅长或真的有必要来学习一门具体的课程。因此，当学生没有天赋学习某个课程的时候，对于学生的学习过程不做要求，并不意味着不允许他们学习，而是在其天赋这个维度的考量下，适当在学习任务中弱化这种学科的强制性，以便于学生将更多精力放在自己擅长并喜爱的领域。这样做也更加的合理
3提纲
4高分范文示例
I would argue in this essay that there is no specific need to compulsorily lead students into the acquisition of the second language, and it is certainly reasonable to set up their curricular system based on their own pros and cons.
The reasonableness of those holding that all school students should be nurtured with second-language acquisition can be easily seen, but it is too absolute to be rationally testified. It is true that once a student accepts modern schooling, they must be with the capabilities of what the society and educational system are requiring, and that is the logic thinking, and some world knowledge, whilst learning a foreign language can properly ensure this gaining, since the semantics and pragmatics of a linguistic system that is totally different from the mother tongue always provide multiple recognitions and thinking modes inside the lobs of one’s brain, and that triggers the logic diversification and strengthen this logical ability; cultural influences of foreign languages are also manifest—conventions, livings and exotic visions are somewhat reflected by what is uttered. Whereas the claim is obviously too absolute, since those abilities mentioned, no matter how necessary, are not always gained by all students from just one way. They can expand their visions anyway through their first-languages(there are books and mass media introducing these in their own language), and nurture the logic thinking mode via other subjects like mathematics or geometry; learning a foreign language is certainly not an ultimate and only way leading to this, and it is not supposed to be compulsorily fostered to all those students.
Before scrutinizing whether a student should learn a second-language compulsorily, one must first see that they should not; multiple factors should be considered to make the decision. Among the reasons leading to final goals, necessities and probabilities are testified overall to make a system of differentiation. Giftedness certainly is a decisive element, because it helps contribute to whether it is possible for a student to acquire a skill effectively. When there proves no evidence of students being good at this, it would somewhat be a waste to nurture students for such a long time and for a relatively inadequate outcome with this. Even if the ability of mastering foreign languages can improve certain abilities, they also have to use alternative ways to foster those once they have been testified without good performances because of the lack of talents. Whereas that doesn’t mean they should never learn this, but implies that they could consider this as a selection if they somehow have the energy and interests. This type of language education can also be adopted in other subject schoolings, since it focuses on the personal properties of students, and is a proper way to grade different students with edges of their own.
In conclusion, I would very much agree that learning foreign languages, though mostly necessary, still cannot become the compulsion to force every student to do.
5相关词汇和语法结构
Acquisition 习得
Curricular 课程的
Reasonableness 合理性
Nurture 培养
Semantics 语义学
Pragmatics 语用学
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