留守儿童.docx
- 文档编号:20732482
- 上传时间:2023-04-25
- 格式:DOCX
- 页数:15
- 大小:26.57KB
留守儿童.docx
《留守儿童.docx》由会员分享,可在线阅读,更多相关《留守儿童.docx(15页珍藏版)》请在冰豆网上搜索。
留守儿童
TheApplicationofCommunicativeApproachinEnglishLearningforLeft-behindChildrenatPrimarySchool
1Introduction
Inrecentyears,China’snationaleconomyhasimprovedsignificantly.Withtherapiddevelopmentofsociety,moreandmoreadultslefttheirhometowntobigcitiesinordertoearnmoremoney.Asthelimitationofconditions,theycannottaketheirchildrenwiththem.Therefore,anewproblemhasbeenstandingoutandwillbelastingforalongtime,whichisthecentralproblemforleft-behindchildren.Thetermofleft-behindchildrenmeansthatoneorbothparentsareworkingfarawayfromhomeandrarelyspendingtimeinaccompanyingtheirsonsordaughters.Thesechildrenareusuallytakencareofbytheirgrandparentsorotherrelatives.AccordingtothedataofsurveyprovidedbyChinaWomen’sFederationsin2008,thequantityofleft-behindchildreninChinaisabout58millionandmostofthemareinthecompulsoryeducationstage.Thecurrentrateofleft-behindchildrenis28.29%ofallchildren.Theproportionofleft-childrenwhoareinter-generationalcaredbythegrandparentsisnearly79.7%.Therestofthemaresupportedbyrelatives,friendsorothers.Mostoftheguardiansonlyprovidethemwithsubstance.Theydonotcareabouttheirspiritworld.Thisimpropertypeiseasytodevelopchildren’sself-willedpsychologicalbehaviors.Formoresensitivechildren,theypronetohaveafeelingofdependingothers,evenbecometimid,withdrawnandintroverted.Atthesametime,alotofproblemsappearinlearning,especiallyinEnglishstudy.Foronething,guardians’educationallevelistoolowtohelpleft-childrentolearn.Itresultsinthelackofconsciousnessandgoodhabitstolearn.Theyfallbehindothersandevenhatetostudy.Foranother,long-termseparationfromparentsalsocausesthelackofemotionalcareandsupportintheirdailylife.Manychildrenareinastateofself-enclosed,whichcaneasilyleadtothelackofverbalcommunicationskills.What’smore,themajorityofpeoplearoundthemspeakChinese,andonlyintheclassroomaretheyforcedtospeakEnglish.ItisnecessarytocreatetheEnglish-speakingenvironmentforthem.Duetothissituation,theauthorofthisthesisanalyzestheproblemsofthemandshebelievesthatcommunicativeapproachisthemostbeneficialtotheirstudy.
Communicativeapproachreferstothetheoryofteachingaccordingtotheprinciplethatthestudentsandteachersshouldgenuinelycommunicatewitheachotherinusingtargetlanguage.Itisalsocalledfunctionalapproach(FA)ornotionalapproach(NA).ThisthesismainlyfocusesontheapplicationofcommunicativeapproachinEnglishlearningforleft-behindchildrenatYinchuanprimaryschool.
2LiteratureReview
Inthepast,theprocessofteachingwasalwaystomasterthelanguagestructurewhichcontainsmanydeficiencies.Solinguistsbegantomakeitsomeinnovationsfromtraditionallanguageteaching.Afterthat,theyrecognizethattheteachingshouldfocusontrainingstudentsincommunicationskills.In1965,thefamousAmericanlinguist—NormChomskydefined“competence”forthefirsttime.Hallidayalsothinkslanguageisforemostasasystemforcommunicationandthegoaloflanguageteachingisimprovinglearner’sabilitytocommunicateinthetargetlanguage.ThenHymesputforwardthe“communicativecompetence”,whichisconsideredtobeadirectcommunicativetheoreticalbasis.Nomatterwhichscholar,theyallpaymuchattentiontothetrainingofpeople’slanguageskillsbutnotjustlanguagestructures.Theyalsoemphasizethecommunicativecompetenceofstudentsandusingthetargetlanguageinrealsocialcontexttocommunicateandsolvepracticalproblems.Afternearly30years’development,communicativeapproachbecomesapracticalmethodgradually.Ithasbeenacceptedextensivelybyteachersastheteachingideasanddirection.
Sinceitsinception,ithasarapiddevelopmentintheworldwide.Inthelate1970s,thecommunicativeapproachforthefirsttimewasintroducedtoChina,butitisstillinaperiodofstudyingandresearching.CandlinandHuWenchungarethefirstpersonwhointroducethetheoryofthecommunicativeapproachtoChinesepeople.ShiBaohuitoldtherelationshipbetweencommunicativeapproachanditspracticalapplication.Unfortunately,theyjustintroducesomespecialaspectsoftheirviewsbutnotthecomprehensivesystem.Thusitcannotmakepeopleunderstandthecommunicativeapproachclearly.Atthesametime,moststudentsarealwaysinthestateof“dumbEnglish”.
Therearemanypeoplewhostudyitfromdifferentaspects.However,whatisregretfulisthatthereareonlyafewpeopleresearchingtheapplicationofcommunicativeapproachfortheEnglishstudyofleft-behindchildren.Whentheauthorofthisthesisstudiesthecommunicativeapproachandtheleft-behindchildrencarefully,shehasfoundthatputtingthecommunicativeapproachintoeffectonthestudyofleft-behindchildrenisverymeaningful.
3TheApplicationofCommunicativeApproachinEnglishLearningforLeft-behindChildren
3.1Children’sSituationsandProblemsinEnglishLearning
Educationisthebasisofcountry.Chinaalsopaysmuchattentiontoeducation,especiallytochildren’seducation.Inmodernsociety,withthehighdevelopmentofinternationalassociation,Englishhasbecomeanecessarysubjectinthechildren’sschooleducation.However,therearemanyproblemsappearinginEnglishlearning.
Theresearch(seeAppendix)showsthatEnglishhasmanydifferencesfromChinese.MostpeoplearoundusspeakEnglish,onlyintheclassroomaretheyforcedtolearnEnglish,buttheyturntospeakChineseafterclass.KnowledgeandlifeenvironmentwithoutaclosecontactmakeEnglishhardtolearn.Thatistosay,theinabilitytoapplywhatstudentshavelearnedintheclassroomisgreatlylimitedbyChineseincommunicatingeffectivelywithothers.Left-behindchildren’sspecialsituationmakesEnglishlearningmoredifficult.Atthesametime,themajorityofteacherdomuchexplanationandexercise.Theexamscorecomesfirstintheireyesbutnotstudents’practice.
Asaresult,manypeopleinChinahavelearnedEnglishforsomeyears,buttheycannotspeakacompletesentenceorcommunicatesmoothly.Forleft-behindchildren,theylackthehabitofspeakinginitiatively,eventheyhatetocommunicate.Therefore,itisnotimetodelayinfindinganeffectivewaytodealwiththissituation.Accordingtotheexploration,analysisandpractice,communicativeapproachisagoodadviceinsolvingaboveproblems.
3.2ThePrinciplesofCommunicativeApproach
Manyteachersatdifferentperiodsandcountrieshavealwaysbeentryingtotakeinthemostvaluableapproachesoflanguageteaching.Theyfindthatthesimplecognitionofwordsandexercisecannotsatisfythedevelopmentofsociety.AnEnglishlearnershouldmasterfourbasiclanguageskills,namely,listening,speaking,readingandwriting.Listeningandspeakingisthedailycommunication.Readingisthecommunicationwithauthors.Writingisthecommunicationwithreaders.Theneedofcommunicativepracticeinlanguageteachingbecomesmoreandmoreimportant.Gradually,communicativeapproachisbroughtintobeingandbecomesanimperativewaytoacquirethosefourlanguageskills.Itisareplacementtotheearlierstructuralmethod.Indeed,thecommunicativeapproachhasmadegreatcontributionstopromotingEnglishstudyandtothedevelopmentoflanguageteachinginmiddleschoolsinChina.Therefore,itisnecessarytohaveagoodunderstandingoftheprinciplesbeforeapplyingcommunicativeapproachtotheclass.
Therearefivebasicprinciplesincludinginformationinterchanges,student-centeredmode,reliability,activitiesandcompleteness.Basedontheprinciples,someproceduresaredesignedsoastomakeaneffectiveteachinginpractice.
3.3TheProceduresforApplyingCommunicativeApproachinEnglishLearning
InaChineselanguage-teachingclassroom,itisquiteusualtohearsuchquestionslikethis:
“Canyouexplainthisorthat?
”andsuchorderas:
“writeitdown.”Thisispursuinganexactunderstandingofeveryword.Asaresult,themajorityofclassroomtimeisspentinexplainingthelanguagepoints,whilethestudentsjustlistenortakenotes.Thetrainingofstudents’communicativecompetenceislittleconsidered.Aimtothisproblem,theproceduresofEnglishteachingmaylikethis:
3.3.1Knowledge-inputtingandInformationExchanging
Manyteachersjustthinkthatcommunicativeapproachmeansspeaking.Actually,thematerialsareoneimportantpartofcommunicativeapproach.Thematerialsaretocommunicationjustlikethebrickstobuilding.Beforetheteachingintheclassroom,teachersmustprepareforlessonscarefullyaccordingtoteachingmaterials,teachingpurposesandteachingprinciplesinadvance.Thisisthecollectionofinformationbeforeinputtingtheknowledge,anditisalsothefoundationofcommunication.Teachingenvironmentshouldbetakenintoconsiderationatthesametime.
Linguistsregardlanguageasacommunicationtool.Themostimportantthinginthecommunicationistounderstandothersandmakeourthoughtunderstoodbyothers,totrainstudents’abilityinusinglanguageandconveyingthemessages.Intheprocessofcommunication,everyspeakerhastoadjustthewayhespeaksaccordingtothecertainsituationheisin,theemotionsandotherspurpose.Everybodyneedstolearnhowtomakeaneffectivecommunicationandagoodresponsetootherscommunications.Thatisthecultureofcommunicativecompetence.Communicativecompetencemeanstocommunicateeffectivelyandcorrectlyinavarietyofoccasionswithdifferentpeoplebasedonthelanguagepoints.Itrequiresag
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 留守 儿童
![提示](https://static.bdocx.com/images/bang_tan.gif)