The Application of Communicative Approach to English Class of Middle School10Word文件下载.docx
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Keywords
Communicativeapproach;
communicativeability;
middleschoolEnglishclass;
stimulation
摘 要
交际教学法在中国的发展仅三十年的历史。
这种年轻的教学法在中国中学英语课堂得以广泛地吸收和采纳。
它有诸多优点诸如他以按学生需要取材,教学过程交际化以求学用合一,学得精学得快为核心,它还根据儿童的特点教学。
它要求英语学习的学以致用。
但是交际教学法仍有许多不足之处有待我们改进。
交际教学法有诸多缺点。
诸如它重流畅性轻准确性,重交际轻语法,不适宜的考试制度等等。
针对以上不足之处,本文提出了一定的见解。
我们从应做到消除一些理论上的误解.在实践上教师应设计适合学生的引入的同时要创造和谐的学习英语的环境,组织学生进行交流。
同时学生也应该充分发挥自己学习的主动性在英语课堂中多交流多应用英语。
关键词
交际教学;
交际能力;
中学英语课堂;
刺激
Introduction
Communicativeapproachappearedinthe1950’s,andithasbeenwidelyadoptedandachievedalotsuchastheimprovementsoflisteningability,communicatingabilityandreadingability.However,itstillhassomedisadvantages.Thefluencyoflanguagecertainlyisimportant,butitsaccuracyshouldn’tbeneglected.Whethergrammarteachingshouldbeemphasizedinteachingremainsaproblem.CommunicativeapproachmustbeappliedtoEnglishclassaccordingtoChineseeducationalsituation.
Especiallyinmiddleschools,communicativeapproachshouldbecarefullyresearched.Howdoweusetheexistingtheory?
Howdowecorrectthecurrentmistakesoncommunicativeapproach?
Howdoweimprovemiddleschoolstudents’comprehensiveability?
Allthesequestionswillbeprovidedwithanswers.
Ⅰ.CommunicativeApproach
Inordertoanswerthequestionofwhatiscommunicativeapproach,wemustfirstlytrytodefinewhatcommunicativecompetenceis.AccordingtoLittlewood,anEnglishlinguist,aperson’scommunicativecompetencecanbesummarizedasfourbroaddomainsofskill.
A.FourSkills
Firstly,thelearnermustattainashighadegreeaspossibleoflinguisticcompetence.
Secondly,thelearnermustdistinguishbetweentheformsthathehasmasteredaspartofhislinguisticcompetence,andthecommunicativefunctionsthattheyperform.
Thirdly,thelearnermustdevelopskillsandstrategiesforusinglanguagetocommunicatemeaningaseffectivelyaspossibleinconcretesituations.
Fourthly,thelearnermustbecomeawareofthesocialmeaningoflanguageforms.(Littlewoodw.6)
B.TwoVersionsofCommunicativeApproach
Therearetwoversionsofcommunicativeapproach,oneisthestrongversionofcommunicativeapproach,andtheotherisweakversion.
Strongversionofcommunicativeapproachadvancestheclaimsthatlanguageisacquiredthroughcommunication..ItisnotnecessaryforthestudentstopayspecialattentiontoEnglishlearning;
theywouldpickupthegrammaticalprincipalsduringthecommunicativeprocedure.Withinthisversion,oneusesEnglishtolearnit.
TheweakversionofcommunicativeapproachstressestheimportanceofprovidinglearnerswithopportunitiestousetheirEnglishforcommunicativepurpose,andcharacteristicallyattempttointegratesuchactivitiesintoawiderprogramoflanguageteaching.Accordingtowhathasbeendescribed,wegettheinformationthat
onelearnsEnglishtouseit,namelyonlyifonelearnsEnglishwellfirstly,andcanhehavetheabilitytocommunicatewithothers.However,suchdescriptionseparatestheEnglishlearningfromapproach.InChina,mostjuniorEnglishteachersadaptweakversionofcommunicativeapproach.Duringthelanguageteachingprocedure,mostoftheteachersremainapplytheoldteachingmethodintopractice,andtheyonlystressonlanguagestructure.TheauthorofthedissertationbelievesthatoneshoulduseEnglishtolearnit,whichshouldbesupportedinmiddleschoolEnglishteaching.(Stern.43-50)
Ⅱ.FeaturesofCommunicativeApproach
Inordertounderstandcommunicativeapproachbetter,weshouldcarefullystudyitsfeatures.Hereweanalyzeeightfeaturesindetail.
Firstly,focusonmeaning.Inthecommunicativeapproach,themeaningseemsmuchmoreimportant.Whenyouarecommunicatingwiththestudents,younotonlyhavetoemphasizethefluency,butalsohavetoemphasizeitsmeaning.
Secondly,oneshouldlearntocommunicate.ItmeansthatonelearnsEnglishtouseit.MostpeoplethinkthatoneshoulduseEnglishtolearnit,whichisawrongidea.IntheEnglishclassofmiddleschool,thepurposeoflearningEnglishistohelpthestudentscommunicateinEnglish.
Thirdly,anydevicewhichhelpsthelearnersisaccepted,butitshouldbevariedaccordingtotheageinterests.IntheEnglishclassofmiddleschool,theatmosphereissignificant.Therefore,somedevicessuchasphotos,mediaplayer,andcomputersoftwareshouldbeprovidedtoinducethestudents’interests.
Fourthly,comprehensivepronunciationissought.Whenweadaptcommunicativeapproach,thefluencyisemphasized.Meanwhile,itspronunciationshouldalsobesought.
Fifthly,translationsmaybeusedwherestudentsneedorbenefitfromthem.
Accordingtothefeatureofthemiddleschoolstudents,theteachershouldtranslatesomedifficultsentencesforthem,thentheycanrecitethemtousenaturally.
Sixthly,readingandwritingcanstartfromthefirstday,ifdesired.ReadingandwritingaretwoimportantfactorsintheEnglishclass.Inthecommunicativeapproach,readingandwritingarealsoconducivetocommunicating.
Seventhly,fluencyandacceptablelanguageistheprimarygoal,andaccuracyisjudgedbythecontext.Itisknownthatfluencyisthegoalofcommunicativeapproach.WhenweuseEnglishweshouldnotjustfocusonhowtochooseacorrectword,actually,weshouldspeakwithfluency.Then,theaccuracyisalsorequiredaccordingtothecontext.
Eighthly,studentsareexpectedtointeractwithotherpeoplethroughpairworkandgroupwork,orintheirwritings.Inordertoimprovethestudents’communicativeability,theteachershouldcreateanatmospheresuittocommunicate.Therearevariousways,forexample,throughpairworking,groupdialogueorwriting.(WangLiuxian,50)
Ⅲ.ExistingProblemsintheTeachers’BeliefsandPracticeofCommunicativeApproach
Thoughtherearesomeadvantagesofcommunicativeapproach,therearestillsomeproblemsneededtobenoted.
A.ProblemsintheTeachers’Beliefs
First,we’lldiscusstheproblemsexistingintheteachers’beliefsinthefollowingparagraphs.
1.TakingCommunicativeApproachasaMethod
Communicativeapproachisanapproachoranidearatherthanacommunicativemethod.However,manyEnglishteachersofmiddleschoolregarditasateachingmethod.Asaresult,theywronglybelievethatcommunicativeapproachistodemandthestudentsdosomeexerciseorhavedialoguesbythemselvesonceandagain.Asamatteroffact,communicativeapproachesnotonlystatetheaimoflearningandteachingindetail,butalsoillustratethedefinitionofacquiringcommunicativeability.Asdifferentteachershavedifferentwaysinteaching,communicativeapproachdoesnotprovideanyregulationstorestrictteachers’mind,butencouragethemtoteachEnglishbyusingteachingapproach
2.StressingLanguageStructures
ManyEnglishteachersinmiddleschoolthinkthatcommunicativeapproachonlystressestheuseoflanguage.Theyneglectthechoosingofvocabularyandgrammarteaching.Inthiscase,thestudentsfeelthattheyhaven’tachievedanything.Sogrammarisimportantinallkindoflanguage.Ifthegrammaticalteachingisneglected,thelanguagewillbeillogicwhencommunicatingwithothers.Insuchacase,manypeoplebelievethatsomegrammaticalpointshouldbefirstlyintroduced,andthenappliedinthecourseofcommunication.Nevertheless,thiskindofteachingisdefinedasstructuralteachingoflanguage;
thereforeitiswrongtoseparategrammaticalteachingfromcommunicativeability.
3.MisunderstandingofCommunicativeApproach
Asweknow,tolearnEnglishonemustcommandfourskills.Theyarelistening,speaking,teaching,andwriting.ManyEnglishteachersofmiddleschooldefinelisteningandspeakingascommunicativeability.Theybelievethatthestudents’abilitieswillimproveonconditionthattheyhavebetterskillinlisteningandspeaking.Asamatteroffact,readingandwritingshouldbetwosignificantfactorsinvolvedincommunicativecapability.Aswearereading,wecommunicatewiththeauthor;
aswearewriting,wearecommunicatingwiththosewhoreadourworks.ThereforewhentheteachersuseCommunicativeApproach,theyshouldbetterexploretowhatdegreethestudentscommandthefourskills,insteadofputtingemphasisonlisteningandspeaking.
B.SomePracticalProblems
Ifwewanttosolvetheproblemsintheroot,somepracticalproblemsneedtob
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