本科英语毕业论文角色扮演在中学英语教学中的应用Word下载.docx

本科英语毕业论文角色扮演在中学英语教学中的应用Word下载.docx

《本科英语毕业论文角色扮演在中学英语教学中的应用Word下载.docx》由会员分享，可在线阅读，更多相关《本科英语毕业论文角色扮演在中学英语教学中的应用Word下载.docx（8页珍藏版）》请在冰豆网上搜索。

系别：

专业：

学号：

指导教师：

TheApplicationofRolePlayinJuniorEnglishTeaching

摘要

英语教学的主要目的是培养学生的英语交际能力，但传统的教学模式无法满足这种期望。

目前的英语教学方法往往忽视学生的需要，并不能提供令人满意的条件以达到目标。

尤其是在英语口语教学和阅读教学中，传统教学法是非常枯燥和低效的。

在课堂上，教师应培养学生及有效地组织以学生为中心的活动，提供更多的情境模拟让学生练习英语。

因此角色扮演是解决问题的有效途径，它有利于提高学生的交际能力和社交能力。

本文旨在探讨角色扮演在英语教学中的应用。

关键词：

角色扮演；

传统教学法；

英语教学

Abstract

ThemainaimofEnglishteachingandlearningistocultivatestudents’communicativeabilityintheEnglishlanguage,butthetraditionalteachingmodelcouldnotmeetthisexpectation.CurrentEnglishlanguageteachingmethodsoftenneglectstudents’needandfailtoprovidesatisfactoryconditionstoachievethegoals.EspeciallyinoralEnglishteachingandreadingteaching,thetraditionalteachingmethodsareveryboringandinefficient.Inclassroom,teachersshouldcultivatestudentsandorganizethestudent-centeredactivityeffectively,providingmoresimulatedsituationsforstudentstopracticeEnglish.Thereforeroleplayisaneffectivewaytosolvetheproblem.Itisconductivetoimprovestudents’communicativeabilitiesandsocialskills.Thispaperaimstodiscusstheapplicationofrole-playinjuniorEnglishteaching.

Keywords:

roleplay;

traditionalteachingmethods;

Englishteachingandlearning

Contents

1CausesofroleplayinjuniorEnglishteachingandlearning

1.1CurrentsituationofEnglishteachingandlearning

Aseveryoneknows,inChina,thecurrentsituationofEnglishteachingandlearningis:

teachersliketeachingontheplatformandspeakingloudly.Whilethestudentsactasaudiences,sittingupstraightandlisteningtotheteacherscarefully,sometimespickinguptheirpens,andcopyingsomeimportantknowledgepointsontheirbookswhennecessary.Whenteachersaskquestions,thestudentsputuptheirhandsandanswerthem.Thestudentsrarelyspeak.Sometimestheteacheraskssomestudentscometotheplatformtoreadadialogueorputonaplay.Thereststudentslistentothem.Theclassbecomesalittlelively.ThisiswhatthecurrentsituationofEnglishteachingandlearningisinChina.Infact,teacherspaytoomuchattentiononlanguageknowledgesuchaswords,textandgrammars.Forexample,inteachingatext,theteachersoftenreadsentencebysentence,translatethesentences,explainthegrammars,andthenaskstudentswritedowntoremember.Mostofthestudentsjustlistentotheteachersandsayonlyafewwords.Theyspendmosttimememorizingthelanguagepoints.Wecannotneglectthattheygethighscoresinthefinalexamination.ButitdoesnotmatchtheircompetenceinusingEnglish.Thisistheso-calleddumbEnglish.[1]

1.2EmphasisonStudentsinNewCurriculumStandard

Nowadays,asthenewcurriculumstandardcomeintoChinafromwesterncountries.Moreandmoreteachershaverealizedtheimportanceofstudent-centeredteachingmethod.Thestudent-centeredclassroomshouldreplacethetraditionalteacher-controlledone.Englishteachersshouldtrytoactivetheclassroomtostimulatestudents’interest,strengthentheiroralEnglishability,andpromotetheirimaginationandcreation.Thereforeteachersshouldfindnewteachingmethods.Theyshouldbelearningfacilitatorsinsteadofcontrollersandproviders.Thatistosay,thestudentsshouldbetheowneroftheclassesandhavemoretimetopracticebythemselves.Roleplayisagoodwaytogetthegoalwhichgivesthestudentsopportunitiestotrainthelanguageknowledge.Forexample,whenstudentslearnadialogueaboutgreeting,teachersshoulddividethestudentsintogroupstoplaydifferentrolesinsteadofboringrecitation.TheycanmastertheknowledgeeasilyandimprovetheinterestoflearningEnglish.

2EffectofroleplayinjuniorEnglishteaching

2.1MasterEnglishlanguageknowledge

Whenteaching,teacherscanchangedryknowledgeintocolorfulactivitiesthroughtheroleplay.Thismakestheknowledgeeasiertoremember.Intheprocessofroleplaying,studentsgetinformationandreplybycommunicatingwiththeirpartners.Studentsshouldtrytofindtheappropriatevocabularyandsentencepatternstoexpresstheirmeaning.Studentsnotonlycanconsolidatetheknowledgepointsofthelesson,theycanalsoachievemasterythroughacomprehensivestudyofknowledge.Thisisthemosteffectivewaytomasterthelanguagepoints.Duringtheactivities,ontheonehand,studentscanexercisetheirthinking,speakingandlisteninginordertounderstandtheknowledgedeeply.[2]Ontheotherhand,studentscanfindtheirshortcoming,sothattheycanbetargetedtostrengthenlearningtomakeuptheshortfall.

2.2Exertstudents’principalroleinlearningprocess

Roleplayemphasizedstudent-centeredteachingmethods,studentscangivefullplaytotheirimaginationanddosomecreativeattemptinEnglishclasses.Insuchcommunicationsituation,studentslearntoexplore,analysisandthinkactively.Notlikethetraditionalteachingmethods,studentsonlylookattheblackboardstiffly.Inamannerofspeaking,studentsgivefullplaytotheirdominantrolesinroleplayandchangethetraditionalEnglishclassroomrigidmodelthoroughly.

2.3Stimulatestudents’interests

Studentsareinterestedintheroleplaybyitsvividcharacteristics.Theyarewillingtoparticipateinclassactively.Intheprocessofroleplay,studentscanalsoexpressthemselvesthroughbodylanguage.Sothattheycanovercomethemonotonyoflanguagelearning,andlearnEnglishinarelaxedandharmoniouslanguageenvironment.Roleplayprovidesstudentsastagetoshowthemselves,andmakestheEnglishclassfullofvitalityandattraction.Studentswhoparticipateinroleplaywillhaveademonstrationeffecttootherstudents.Theirperformanceistheenvyofotherstudents.Thenotherstudentsinspiretheirperformancedesireandthenstimulatetheinterestofallthestudentsintheclass.

2.4Improvestudents’socialcommunicationability

Roleplaycultivatesstudents’independentlearningability.Theyarenolongerentirelydependentontheteacher.Thestudentsinvolveintheroleplayactivitiesactively,andmaketheclassroomintoaplaceforcommunication.Studentshardentheircouragethroughcommunication.Ithelpsthemovercomeobstaclesandenhanceself-confidence.Andstudentsdaretospeakinpublic.Inordertomaketheroleplaycompletedsuccessfully,studentsneedtoboththinkindependentlyandhelpeachother.[3]Itcancultivatethestudents’communicativeability,cooperationability,organizationskillsandinterpersonalskills.Itcanlayafoundationforagoodcareerforstudentsinthefuture.

3ApplicationofroleplayinjuniorEnglishteaching

Roleplaydoesnotjustmeanplayingsomeshows.Infactithasmanydifferentareas.Therearethreemainformsofroleplay:

talking,interviewandfreeroleplays.[4]

3.1Talking

“Talking”referstodiscussionandconversation.Sotalkingasaformofroleplayhelpstotrainstudents’cooperationability.Itneedstwoormorethantwostudentsintalking.Thetalkisusuallybasedonadialogueortextinthetextbooks.SostudentshavechancestouseEnglishbythetalkinclass.Forexample,itisadialogueaboutgreetingfromthetextbook:

Goodmorning/afternoon/evening,Lucy.

Goodmorning/afternoon/evening,Lily.

Hi,Jim.

Hello,Ann.

Nicetomeetyou.

Nicetomeetyou,too.[5]

Aboutthisdialogue,theteachercangreettheirstudentsfirstly,andthenexplainwhat“morning”“afternoon”and“evening”are.Thenthestudentsfindtheirpartnersdopairworksindifferentsituations.Throughtheroleplayactivity,studentscanknowhowtogreetothersinEnglishwithunconsciousnessbydifferentwaysindifferentsituations.

3.2Interview

Thesecondmainformofroleplayisinterview.Interviewhelpstotrainthestudents’initiativeskills.Therearetwodifferentmeaningsofthewordinterview.Thefirstoneisareporter,whichasksothersquestionsinordertofindouthisviews,theotheroneisameeting,someoneisaskedquestionstofindoutwhetherhe/sheissuitable,（e.g.Someoneapplyingforajob）.Accordingtothetwomeanings,twomainroleplayactivitiescanbedivided.

Forthefirstactivity,wecanholdapressconferencewhichasuperstarwillmeetwithjournalists.Teacherscanchooseonestudentactasthesuperstarstandonthestage,andtheotherstudentsactasjournalists.Thenthejournalistscanaskquestionsandthesuperstargivestheanswers.Studentswillusetheirimaginationtogivemanyunexpectedquestionsandanswers.

Theotherroleplayactivityisjobinterview.Asituationaboutsomeoneapplyingforajobcanbedesigned.Weneedsixstudentsagrouptodothegroupwork,threeofwhomactasintervieweesandtherestofwhomactasinterviewerstodecidewhichoneisbestsuitedfortheposition.Inthethreeinterviewees,oneisyoung,justoutofschool.Oneisolderwithsomeyears’jobexperience.Thelastoneisbeautifulbutlackofability.Theintervieweesshouldintroducethemselvesonebyoneandanswersomequestions.Theteacherdoesnottellthestudentswhatthequestionsare.Sothestudentsshouldhaveadiscussionintheirgroup.Atlast,studentswillgiveusaresultbytheirdiscussion.

Interviewroleplayisaninterestingactivity.Becauseteachersdonotgivestudentsenoughinformation.Studentsdoitbytheirimagination.Itisagoodwaytotrainstudents’imaginationandinitiativeskills.

3.3Freeroleplay

Thelastandmostinterestingformofroleplayisthefreeroleplay.[6]Itmeanstomakestudentsplayashowwithoutarrangingit.Ontheonehand,studentscanactaccordingtotheirbooks.Ontheotherhand,theycanactwiththeirthinking.Thefreeroleplayactivityhelpsto