XXX的英语论文Word格式文档下载.docx
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XXX的英语论文Word格式文档下载.docx
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专 业
英语
指导教师
XXX职称讲师
2013年5月20日
XXX教务处制
A
Thesis
Presentedto
ForeignLanguagesDepartment
XXXUniversity
InPartialFulfilmentoftheRequirements
FortheDegreeofBachelorofArts
ByXXX
UndertheSupervisionofXXX
May,2013
交际性教学法和任务型教学法的对比分析
英语专业学生XXX
指导教师XX
摘要:
70年代以来,交际性教学法在第二语言教学中处于主流地位。
任务型教学法的出现,给传统的交际性教学法带来极大的冲击。
然而,任务型教学法所批判的仅仅是传统交际法中的某些具体的教学模式,尤其是作为弱版交际法代表的3P课程。
从教学原则看,任务型教学和交际性教学法是一致的,可以视为强版交际法中的一个支流。
这些主张与任务型教学法的理念是基本一致的。
因此,任务型教学法并没有否定交际性教学法,它是交际性教学法的延伸。
同时,任务型教学法也不能取代交际性教学法在教学中的应用。
关键词:
交际性教学法;
第二语言教学;
任务型教学法
StudentmajoringinEnglishXXX
TutorXXX
Abstract:
Sincethe1970s,communicativelanguageteaching(CLT)isthemainstreaminsecondlanguageteaching(SLT).Theemergenceoftask-basedlanguageteaching(TBLT),bringgreatimpactonthetraditionalcommunicativemethod.WhattheTask-basedlanguageteachingcriticizeissomespecificteachingmodes,especiallythe3Pprogramasarepresentativeoftheweakversionofcommunicativelanguageteaching.Fromtheprospectiveoftheteachingprinciple,thetaskbasedlanguageteachingandthecommunicativelanguageteachingaresimilar.TheTBLTcanberegardedasabranchinthestrongversionofcommunicativelanguageteaching.Therefore,theTBLTdoesnotdenytheCLTandit’sthedevelopmentofCLT.Meanwhile,theapplicationofCLTcannotbereplacedbyTBLT.
Keywords:
communicativelanguageteaching(CLT);
secondlanguageteaching(SLT);
thetask-basedlanguageteaching(TBLT)
CONTENTS
摘要i
Abstractii
Introduction1
1LiteratureReview1
1.1DefinitionofCLTandTBLT1
1.2TheBasicPrinciplesofCLT2
1.2.1CommunicationSkills2
1.2.2TheElementsandPrinciples2
1.2.3TwoKindsofCLT:
“WeakVersion”and“StrongVersion”3
1.3TheBasicPrinciplesofTBLT4
1.3.1ModelofTBLT4
1.3.2FeaturesofTBLT4
1.3.3StagesandTasksofTBLT5
2TheSimilaritiesofCLTandTBLT5
2.1Students’RolesandTeachers’Roles5
2.2AuthenticMaterial6
2.3PromotionFunctionsofActivitiesandTasks6
2.4Polarization7
2.5TeachingPrinciples7
3TheDifferencesbetweenCLTandTBLT8
3.1TheBasicModelsofTBLTandCLT8
3.2TheDeepIdentityofTBLTandCLT9
Conclusion10
Bibliography12
Acknowledgements13
Introduction
CommunicativeLanguageTeaching(CLT,thisarticlereferredtoas“Communicativelanguageteaching”)originatedintheearly1970s,intwentyyearslater,itbecomesthemainstreamofLanguageTeaching.However,evenintheagewhichtheCLTisverypopular,peoplestillhavesomequestionstoqueryit.After1990s,avarietyofnewteachingtheoryappearconstantly,especiallythetask-basedlanguageteaching(Task-basedLearning,TBLforshort),isbecomingpopularinsecondlanguageteachingtobethenewfavoritegradually.Beforethecommunicativemethod,secondlanguageteachinghasexperiencedtwostages:
traditionalstageandthestageofstructuralism.StageoflanguageteachingintraditionalGrammar-translationmethodisrepresented.
Grammar-translationmethodprevailedinthe18thand19thcenturyandearly20thcentury.Atthisstage,withGrammar-translationMethodoppositewithDirectMethod,ReadingMethod,etc.Directmethodtoemphasizeoralintroductiontorequestdirectlywiththetargetlanguageteaching,ReadingMethodpaysattentiontodeveloplanguagefeeling.TheDirectMethodandReadingMethodteachingtheoryhaveagreatinfluenceonlaterstructuralism.
Structuralism’goldenperiodisfromthe1940sto1960s.Themaintrainingmethodistopracticesentencepatterns(suchastheearly“English900sentences”teachingmaterials)orinaparticularsituationtodothepatternpractice(suchastheimproved“English900sentences”,and“situationalconversation”andsoonteachingmaterial).Structuralismisatotalflag,andithasalotinternalschools.Amongthem,theinfluentialonesareheardsuchasAudiolingualMethod,Audio-VisualMethod,etc.
TheriseofthecommunicativelanguageteachingisrelatedtoChomskyrevolutionwhicheruptedinthelate1950sandavarietyofnewtheoriesappearedin1960sand1970s.Nowadays,whetherwefaceanewchange?
Thefirsttwotimesthechangeofteachingmethodsareonthepremiseofwholerevolutionoflinguistictheories.ButTask-basedteaching,intermsofthebackgroundtheory,doesnotgobeyondthetraditionalcommunicationmethod.
1LiteratureReview
1.1DefinitionofCLTandTBLT
BothCLTandTBLTarebasedontheStructuralism.TheCLTisanapproachtoforeignlanguageorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.Thenwhatiscommunicativecompetence?
AccordingtoLittlewood(1981:
168),therearefouraspectsofcommunicativecompetence:
Thelearnermustattainashighadegreeaspossibleoflinguisticcompetence;
Thelearnermustdistinguishbetweentheformswhichhehasmasteredasapartofhislinguisticcompetenceandthecommunicativefunctionsthattheyperform;
Thelearnermustdevelopskillsandstrategiesforusinglanguagetocommunicatemeaningsaseffectivelyaspossibleinconcretesituations;
Thelearnermustbecomeawareofthesocialmeaningoflanguageforms.
Task-basedLanguageTeaching(TBLT)referstoateachingmethodbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.TBLTisanimprovedversionandanexpansionofCLT,sothenatureofthismethodissimilartothatofCLT.TBLTproposesthenotionof“task”asacentralunitofplanningandteaching.Thereisacommonsensicalunderstandingthatataskisanactivityoragoalthatiscarriedoutusinglanguage.
1.2TheBasicPrinciplesofCommunicativelanguageteaching
1.2.1CommunicationSkills
“Communicativecompetence”conceptisthecoreofthecommunicativelanguageteaching.Chomsky’s“competence/performance”twolanguagemodesexistobviousflaws:
ontheonehand,themodelfailedtoprovidecommunicativeposition;
ontheotherhand,thespecificuseoflanguageandunderlyingrulesofperformanceinlanguageuseareconfused.
Intheearly1980s,CanaleandSwaindothefurtherdevelopmenttoHymestheory.Canale(1983)definedcommunicativecompetenceas“Knowledgeandskillsystemofbeingrequiredbythepotentialcommunication”.Communicativecompetenceconsistsofthefollowingfouraspects:
1)Grammaticalcompetence:
itcangeneratestructure;
understandthediscourse(includingwordsmethod,vocabulary,pronunciationandspelling,etc.).
2)Socio-culturalcompetence:
usingsocialcultureinawaythatismeaningfultomakeupcode,thatis,speakwordsappropriately(e.g.,formalorinformalgreeting,etc.).
3)Discoursecompetence:
canpurposefullytoadjustthelanguageforcommunicationbyusingformandsemanticcohesivedevicesaccordingtotherequirementsofthedifferentstyle.
4)Strategiccompetence:
managetoimprovetheeffectofcommunication(forexample,thoughtfulspeeches),andcanremoveobstaclesappearedintheprocessofcommunication(forexample,toverifytheirunderstandingwhetheriscorrect,forsomemisunderstandingexplain,insertsomewordsinordertomaintainthesessionwheniceprocesses,etc.).
1.2.2TheElementsandPrinciples
Thegoalofcommunicativelanguageteachingistocultivatethestudents’communicativecompetence.Theteachingprocessinvolvedinthethreecoreelements:
1)Theteachingcontent:
languagemeaningandpragmaticprioritymodeofintegrationinthecontextoflanguage;
2)Theteachingenvironment:
realcommunicationscene;
3)TeachingMethod:
student-centeredcurriculumdesign.Communicationskillsandlanguageabilityisnottheconceptoftwomutuallyexclusive.Soincommunicativelanguageteachinginpatternsstillhasanimportantposition,withthequalitativechange,butthecontentisnolongeremphasizedintheformofthelanguagestructurefeatures,butpayattentiontoitsmeaningandusage.
Theteacher’srolehasalsochanged;
itisnolongeramasterintheclassroom,andonlyaroleofguider.Specifically,communicativelanguageteachinghasthefollowingfivekeyprinciples:
1)Thespecificuseismoreimportantthantheuseoftheabstractusage:
thefirstisusedinthespecificenvironmentofcommunicationlanguage(wordsorsentences,etc.),then,islikelytocomprehenditsinherentregularityinuseprocess,tomasteritsusage.
2)Themeaningismoreimportantthanform:
thepurposeofcommunicationistoconveyinformation,itisimportanttomakethebothsidescanunderstandeachother.Therefore,intheteachingprocess,studentsshouldbeencouragedtoputthemainfocusonmeaningexpressedbythewordsjust,neednottooconcernedabouttheform.
3)Fluencyismoreimportantthanaccuracy:
toencouragestudentstoboldlyusethelanguage,don’tanditisn’tnecessarygivestudentstoomuch“correction”.Intheprocessofusinglanguagesmoothly,studentscanunderstandthecorrectusagegradually,soastoimprovetheaccuracyofthelanguageexpression.
4)Contextualizedismoreimportantthandecontextualized:
Intheteaching,itisimportanttoencouragestudentstouselanguageinthecontextofaspecific,don’trushtogeneralize.Atthesametime,alsoemphasisonlanguageteachingintegrity,becauseintheactualverbalcommunication,listening,speaking,readingandwritingareintegrated.
5)Learner-centered,experi
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