kkK英语口语教学的教学策略2Word格式.docx
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kkK英语口语教学的教学策略2Word格式.docx
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(5)Learnersshouldbeabletocommunicateappropriatelyinspecificsituations.
Basedontherequirementsofthesyllabus,itisnecessarythatteachersofEnglishoral
classadoptavarietyofactivitiestomotivatestudentstocultivatebothstudents'
knowledgeoflanguageandknowledgeoflanguageuse.
2.2TheContentofLanguageTeaching
2.2.1KnowledgeofLanguage
Asfarasknowledgeoflanguageisconcerned,itmayrefertothebasicelementsoflanguage,suchasphonologicalunits(e.g.phonemes),grammaticalunits(e.g.*clauses,phrases,sentences),grammaticaloperations(e.g.adding,shifting,joining)andlexicalitems.Everylanguagecontainstheseitems.Asitisspecifiedatthefoundationstage,thereisneedtotrainstudents'
grammaticalabilityconcernedwithChineselearners'
reality,eventhegrammaticalcompetenceshouldbecultivatedthroughactivities.Inoralclass,bothknowledgeoflanguageandknowledgeoflanguageuseshouldbetaughtthroughcommunication.Mostteachersregardgrammaticalitemsasanessentialpartinlanguageteachingandlearningsincecommunicationdependsonthesegrammaticalsystems.
Withoutthem,meaningcan'
tbetransferred.Toacertaindegree,thismaybetrue,butfocusingonthemtoomuchespeciallyinoralclassteachingwon'
tleadtostudents'
fluentandsuccessfulcommunication.
2.2.2KnowledgeofLanguageUse
KnowledgeoflanguageisoneaspectofEnglishlanguageteachingandlearning.Knowledgeoflanguagedoesnotreflectone'
sabilitytocommunicate.Toenablestudentstocommunicateeffectivelyandsuccessfully,teachersneedalsotrainstudents'
knowledgeoflanguageuse."
Communicationinvolvesmuchmorethansimplyaknowledgeofforms;
itdependscruciallyontheabilitytouseformsinappropriateways"
(JohsonetMorrow,1981:
60).Widdowson(1978)useusagetorefertotheformerandusetothelatter.Thisdistinction"
isrelatedtodeSaussure'
sdistinctionbetweenlanguageandparoleandChomsky'
ssimilardistinctionbetweencompetenceandperformance"
(1978:
-3).Thisnotionofcompetencehassomethingtodowithlanguageuser'
sknowledgeofabstractlinguisticrules.Thisknowledgehastobeputintoeffectasbehavior,ithastoberevealedthroughperformance.Whenitisputintoeffectthroughthecitationofsentencestoillustratetheserules,asisdoneingrammarbooks,thenperformanceyieldsinstancesofusage:
abstractknowledgeismanifested.Whenlanguageteachersselectstructuresandvocabularyfortheircoursestheyselectthoseitemsofusagewhichtheyjudgetobemosteffectiveforteachingtheunderlyingrulesofthelanguagesystem.Languageuseiskindofperformance:
thelanguageuserdemonstrateshisabilitytousehisknowledgeoflinguistic
rulesforeffectivecommunication.
i
2.3CultureAwareness
Widdowsonsaysthat"
Whenweacquirealanguage,wedonotonlylearnhowtocomposeandcomprehendcorrectsentencesasisolatedlinguisticunitsofrandomoccurrence,wealsoleamhowtousesentencesappropriatelytoachieveacommunicativepurposes"
2).Here,theword"
appropriately"
inoneaspectreferstoknowledgeoflanguageuse.Inanotheraspect,itmostreferstoculturefactorincommunication.Communicationespeciallyoralcommunicationistoagreatextentinfluencedbyculturedifferencesbetweenregionsandcountries.Thisphenomenoncanevenbeobservedamongthepeopleindifferentareasandnationalitiesinourcountry.
2.3.1DefiningCulture
Astowhatcultureis,peoplemaygivethedefinitionfrommanydifferentperspectives
sincedifferentcountriesmayhavedifferentpoliticalcultures,differentintellectualstyles,differentsocialcustomsandvalues.EdwardSapirinterpretscultureas"
thesociallyinheritedassemblageofpracticesandbeliefsthatdeterminethetextureofourlives"
(1949:
207).PorterandSamovardefinecultureas"
thedepositofknowledge,experiencebeliefs,values,attitudes,meanings,hierarchies,religion*notionoftime,rolesrelations,conceptsoftheuniverse,andmaterialobjectsandpossessionsacquiredbygroupofpeopleinthecourseofgenerationthroughindividualandgroupstriving"
(1995:
48).AccordingtoGoodenough(1957:
74,83).cultureissociallyacquiredknowledge:
AsIseeit,asociety'
scultureconsistsofwhateveritisonehastoknoworbelieveinordertooperatebamanneracceptabletohismembers'
...culture,beingwhatpeoplehavetolearnasdistinctfromtheirbiologicalheritage,mustconsistoftheendproductoflearning:
knowledge,inamostgeneral...senseoftheterm.
Brown'
sdefinitionis"
Acultureisacollectionofbeliefe,habits,livingpatternsand
behaviorswhichareheldmoreorlessincommonbypeoplewhooccupyparticular
geographicareas"
(qtdinHuWenzhong,1988:
4).However,Tylor(1920:
1)givesthe
definitionofcultureas"
thatcomplexwholewhichincludesknowledge,belief,arts,
morals,law,customandanyothercapabilitiesandhabitsacquiredbymanasamemberof
%society.**Thisconceptofcultureisallembracing,anditincludesthebehavioral
("
customs"
),thecreativematerials("
art"
),therominativeandinstitutional("
moral"
and"
law"
),andthecognitive("
knowledge"
belief).Puttingitsimply,culturereferstothewholewayoflifeinasociety.
*2.3.2LanguagenodCulture
Languageisthecarrierofculture.Itisapartofcultureandplaysaveryimportantroleinculture.Withoutlanguage,culturewouldnotbepossible.Ontheonehand,languageisinfluencedandshapedbyculture,itreflectsculture.Ontheotherhand,languageisthesymbolicrepresentationofapeople,anditcomprisestheirhistoricaland
culturalbackgroundsaswellastheirapproachtolifeandtheirwaysoflivingandthinking.
■
Languageshapesperceptionandlanguagedeterminesculture.Culturepatterns,customsandwaysoflifeareexpressedinlanguage."
Languageandculturearecloselyrelated.Ontheonehand,cultureinfluencesandshapesthelinguisticformoflanguage."
"
Conversely,
languageisalsothereflectionofculture"
(LiLiandChenZhi'
an,1997:
144)."
Languageisapartofculture,itcannotbutserveandreflectcultureneeds"
(Hu,1992:
250).Asaminorofcultureandsociety,languageisnotjustapassivereflector,itreinforcesandpreservesthebeliefsandcustoms.AsBarthespointsout"
Culturecannotbeseparatedfromlanguageinwhateverrespects"
(qtdinGuandLu,1990:
6).Therefore,inEnglishlanguagestudy,theideathatstudyingaforeignlanguageisinfactstudyinganotherculturemustbekeptinmind.
233LanguageandContext
Contextisusedtomainlyreferto"
thesocialsituationinwhichalinguisticitemisused"
(Richardsetal.1985:
61).Peopleusedifferentnormsoflanguagesinvariouscommunicativecontexts.Suchasthewayonetellsastorydiffersfromthathetellsajoke.Therulesfortalkingtosomebodyatfuneralaredifferentfromthosefortalkingtosomeoneatwedding.Onehastomodifyhislanguagewhentalkingtosomeoneofhigherorlowerstatus.Suchrules,bothlinguisticandsocial,togetherdeterminehowalanguageisusedinanysocialcontext.JustasHudson(qtdinLiLi&
ChenZhi'
145)said,"
Peoplewithdifferentsociolinguisticbackgroundswillbeledtoconductcorrespondinglydifferentmodelrelevanttolanguageandsociety"
13).Thisphenomenonsuggeststhatsituationaldifferencesexistintheuseoflanguageandlanguageuseisdeterminedbythesituationinwhichitisused.AccordingtoWallwork(qtdinLiLi&
146),asituationconsistsoftwolevels.Oneisconcernedwithphysical,relativelyeasilyidentifiablefactors.Firstly,itisassociatedwithwhothespeakerandlistenerareandwhattherelationshipbetweenthemis.Secondly,itinvolveswherethelanguagehappens.Thirdly,thetopicaffectsthelanguage,too.Theotherlevelofsituationismoreabstract^itinvolvestheeffectthatthespeakerwishestomakeontheaudience,thatis,toimpress,inform,flatter,condescend,threatenthelistenerandsoon.ThisismuchsimilartoByrnes'
(1972)knowingwhatitisappropriatetodo,whereandwhen,andhowitisappropriatetodo.Thuscommunicativecontextisfatalinlanguageteaching.Helpingstudentstoobservedifferentlanguagenormsindifferentcontextisoneoftheteacher'
smostimportantresponsibilities.
2.3.4InterculturalCommunication
Interculturalcommunicationreferstothecommunicativebehaviorofpeoplefromdifferentcultures.PorterandSamovarsaythatinterculturalcommunicationoccurswhena
messagesenderisamemberofonecultureandamessagereceiverisofanother(1972).Amajorareaofinterculturalcommunicationliesinthebeliefandvaluesystemsandworldviews,whicharethesourceofmanyoftheapparentculturaldifferences.Inverbalcommunication,theculturaldifferencesmaybefoundonaphonemic,lexical,syntacticalanddiscoursallevel.Thepurposetostudyinterculturalcommunicationistohelpincreaselearners'
cross-culturalawarenesssothatfewproblemsariseintheinteractionwithpeopleofanotherculture."
Whateverthespecificobjectivesof12teachingmaybe,oneofitsfundamentalgoalsmustbetoimpartanability
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