On the Effective Application of Communicative Language Teaching in Middle School English TeacWord文件下载.docx
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ForeignLanguageDepartment
JiayingUniversity
May23,2008
Acknowlegements
Iwouldliketoexpressthankstoallthepeoplewhohelpedmeintheprocessofwritingthisthesis.
Firstofall,specialgratitudeshouldbeshowntoMr.CaiZiliang.Hegavemealotofusefulsuggestionsandgreatlyencouragedme.Second,IwouldliketothankMr.LaiPeiquanandMs.ZhongWen,whotaughtusACourseinEnglishLanguageTeaching.Theirlecturegavemesomeinspirationforthisthesis.Third,IamindebtedtoMr.TianMinggangfromwhoselectureIbenefitedalot.Finally,Iamgratefultomygroupmember,LianQiuxia,whohelpedtocheckthethesisforme,aswellastheassistantsofthelibraryandthereferenceroomwhosuppliedmewithvaluablereferencematerialandmyclassmateswhohelpedmemuchduringmywritingthethesis.
Abstract
CommunicativeLanguageTeaching(CLT)wasfoundedbyBritishlinguist,D.A.Wilkinsin1970s.Innearthirtyyears,ithasdevelopedtobealeadingapproachandtheoryinforeignlanguageteachingallovertheworld.IthasbeenmorethantwentyyearssincetheintroductionofCLTinChina.CommunicativeLanguageTeachinghasbecomethemaintrendinforeignlanguageteaching.
However,therearestillsomeobstaclesintheapplicationofCLT.ItismainlyduetotheincorrectcomprehensiontowardsCLTandsomenegativefactorsinclassroomteaching,aswellasnationalexaminationsystem.
Inconsiderationofthemisinterpretationsandnegativefactors,thisthesistriestoanalyzetheelementsthathindertheeffectiveapplicationofCLT.Theelementsincludetheteacher,students,classroomorganization,nationaleducationsystem,etc.
TherearetwoextremetreatmentstowardsCLT.OneisthatCLTdoesnotneedgrammar;
theotheristhatCLTstressesoralEnglishonly.TogainabetterunderstandingofCLT,thethesisdiscussesitrangingfromitsdevelopment,characteristics,toitsprinciples.ThenthewritergivessomesuggestionsaccordingtothecurrentsituationofEnglishteachinginourcountry.
Languageisatoolofhumancommunication.ThefinalgoalofCLTistoimprovelearners’communicativecompetencewhichreflectstherequirementofmodernlanguagedevelopment,andtheobstaclesthathindertheeffectiveapplicationofCLTinEnglishteachinginChinesemiddleschoolcanbeconquered.
KeyWords:
CLT(CommunicativeLanguageTeaching)applicationcommunicativecompetence
摘要
交际法是在20世纪七十年代由英国语言学家威尔金斯(D.A.Wilkins)创立的。
三十多年以来,交际法已经发展成为规模的外语教学理论和教学方法,成为当今世界各国外语教学界普遍承认和接受的基本原则。
交际法介绍到我国至今已有二十多年了,现已成为我国外语教学的主要教学方法之一。
交际法在应用于我国中学英语教学过程中受到不少阻力,这主要是因为对交际法认识的偏颇和交际法应用于中学英语课堂教学中的一些不利因素造成的。
本文从这些错误认识和不利因素出发,分析了阻碍交际课堂的因素。
这些不利因素包括老师、学生、班级组织和我国升学制度等各个方面。
认为交际法不需要教语法和交际法只强调口语是对交际法的两个极端的错误认识。
作者简单阐述了交际法的发展渊源,交际法的特征及原则。
基于对交际法的理解及当前我国中学英语教学中阻碍交际法有效应用的一些因素,文中就如何有效应用交际法提出了一些建议。
语言是交流的工具,交际法的最终目的是提高学习者的交际能力,这也体现了现代社会对语言发展的要求。
交际法应用于我国中学英语教学过程中遇到的困难是可以克服的。
关键词:
交际法交际能力应用
Contents
Acknowledgements……….………………………………………………………….ⅰ
Abstract(English)………………………………………………….….......................ⅱ
Abstract(Chinese).........................................................................................................iv
1.Introduction.......................................................................................................….....1
2.TheproblemsinapplyingCLTinChinesemiddleschoolandmisinterpretations
ofCLT………………………………………………………………………………2
2.1Limitationofstudents’oralEnglish……………………………………….…....2
2.2Studentslackconfidence…………………………………………………..........2
2.3Largesizeoftheclass………………………………………….……………….3
2.4Lackingcommunicativemotivation…………………………………………….3
2.5Thepressurefromnationaleducationalsystem……………………….………..4
2.6TeacherswithalackofEnglishproficiency…………………………………….4
2.7MisinterpretationsofCLT……………………………………………………....5
3.HowtounderstandCLT….…………………………………………………….…...6
3.1DevelopmentofCLT…………………………………………….……………..6
3.2ThecharacteristicsofCLT………………………………………...……………8
3.2.1Meaning-centered……………………………………………..……………9
3.2.2Learner-centered....................................................................................…...9
3.2.3Task-based……………………………………………………….…………9
3.2.4Situation-organized…………………………………………....….………10
3.2.5Integration-oriented……….….…………………………………………...10
3.3PrinciplesofCLT........................................................................................…...10
3.3.1Communicationprinciple……………….………………………………...10
3.3.2Taskprinciple.......................................................................................…...11
3.3.3Meaningfulprinciple……………………………………………………...12
4.HowtoapplyCLTeffectively………………….…………………………....…….12
4.1RolesoftheteacherandstudentsinCLTclassroom...……....………………...13
4.1.1RolesoftheteacherinCLTclassroom……………………….………...…13
4.1.2RolesofstudentsinCLTclassroom…………………….………………...14
4.2IntegratingCLTwithtraditionalmethod………………….……….……..……14
4.2.1Teachinggrammarinacommunicativeway……………………………...15
4.2.2IntegratingfourlanguageskillsinCLT…………………………………...16
4.3HowtoapplyCLTinalargeclass……….……………………………….…....17
4.3.1Dividingthestudentsintogroupsorusingpairwork………………….…17
4.3.2Askingthewholeclassreaction…………………………………………..18
4.3.3Thinkingaboutvisionandacoustics……………………………………...18
4.4Howtostimulatingstudents’communicativemotivation…….………………..18
4.4.1Reformingtheclassteachingmode.……..……………………………….18
4.4.2Creatingcommunicativeatmosphere..…..………………………………..19
4.4.3Usingcommunicativematerials...........................................................…...20
4.4.4Buildingupstudents’confidence……....…………………………….…...21
4.5Makingpropercommunicativetests…….…………………………………..…22
4.6Improvingteachers’Englishproficiency.……….….………….……….………23
5.Conclusion………………………………………………………………………...23
References……………………………………………………………………………..25
OntheEffectiveApplicationofCommunicativeLanguageTeachinginMiddleSchoolEnglishTeaching
1.Introduction
Languageisatoolofhumancommunication.TheultimategoalofEnglishteachingistodevelopstudents’communicativecompetence.Obviously,trainingstudentstocommunicateinEnglishshouldbethemaintaskofEnglishteachers.Widdoson(1978),arepresentativeofCommunicativeLanguageTeaching(CLT),pointsoutthattheconcentrationofforeignlanguageteachingmustbetransferredfromteachinglanguagesystemintoteachingstudentshowtouselanguagetocommunicate.
Withinthelastquarterofthe20thcentury,CLThadbeenputfortharoundtheworldastheneworinnovativewaytoteachEnglishassecondorforeignlanguage.CLTwasintroducedinChinaintheearly1980s.Ithasbeengreatlyconcernedbyourforeignlanguageexpertssincethen.TherehavebeenaseriesofdiscussionsandresearchesonthepossibilityoftheadaptationofCLTinthegeneralsituationofforeignlanguageeducationinChina.Accordingtothosediscussionsandresearches,somemethodsfordesigningandcarryingoutcommunicativelanguageteachingaregenerated.CLThasbeenconsideredasaninnovativeapproachinforeignlanguageteaching.
However,theresultofconcreteapplicationofCLThasnotbeenverysatisfactory.ThisthesisattemptstoexploretheproblemsthathindertheeffectiveapplicationofCLTinEnglishteachinginmiddleschoolinChinaandaimsatmakingsomesuggestionsonhowtosolvetheproblemsandonhowtoapplyCLTeffectively.
2.TheproblemsinapplyingCLTinChinesemiddleschoolandmisinterpretationsofCLT
Itisinevitabletoencountersomeobstaclesintheapplicationofateachingapproach.Chinahasitsowncharacteristicswhicharedifferentfromothercountries.InordertoapplyCLTeffectively,weshouldbeawareoftheproblemsinapplyingCLT.AccordingtothecurrentsituationofEnglishteachinginChinesemiddleschool,problemsarelistedasfollows:
2.1Limitationofstudents’oralEnglish
Middleschoolstudentshavelearnedalimitedvocabularyandgrammaticalknowledge,whichmakesitdifficultforthemtoexpressthemselves.Thisisabigobstacleforcommunicativeclassroomconstruction.Someofthestudentsmaybeself-confidentandactiveinclasswhilemoreothersmaywithdraw.StudentswhoseoralEnglishisbetterwouldbehavemoreactively;
thosewhoseoralEnglishisnotsogoodwouldbelessconfidentinshowingthemselves.
2.2Studentslackconfidence
Mostpeopleintendtodotheirbestinthepresenceofthewholeclass.Theypreferdonothingratherthanperforminabadway.Students’deficiencyinoralEnglishpreventsthemfromexpressingthemselves,sotheychoosenottotakerisktomakemistakes.
StudentswhoarepoorinoralEnglishwouldloseconfidenceandactpassivelyinCLTclassroom.Incontrast,studentswhohaveabettercommandoforalEnglishalsohavethesamematter.Itrelatestotheirownexperienceandtheteacher’sattitudetowardstheerrorstheymake.Ifonehasbeenlaughedatbeforewhenhemademistakes,heisunlikelytobeactiveinclass.Hewashurtbythatpainfulexperience.Inthiscase,theteacher’sattitudeisverycrucial.Heshouldguidethestudentstorealizethaterrorisinevitableincommunicativeclassroom.Heshouldalsoguidethemtolearnfromtheirerrors.However,studentswouldfeelashamediftheteacherpointsouttheirmistakesdirectly.
2.3Largesizeoftheclass
Manystudentsareafraidtospeakinthepresenceofalargegroupofpeople.Largesizeoftheclassputgreatpressureonthem.Stud
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