ACommunicativeApproachtoSpokenEnglishTeaching.docx
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ACommunicativeApproachtoSpokenEnglishTeaching.docx
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ACommunicativeApproachtoSpokenEnglishTeaching
ACommunicativeApproachtoSpokenEnglishTeaching
By
HuangXuting
A2012UndergraduateoftheSchoolofForeignLanguagesofAnqingTeachersCollege
Supervisor:
LiShan
April5th,2012
ACommunicativeApproachtoSpokenEnglishTeaching
ThesisStatement:
TheCommunicativeapproachcanbeusedtomaketheEnglishclassmorecommunicativeandimprovethestudents’listeningandspeakingability.
Outline
I.Introduction
A.Thedefinitionofthecommunicativeapproach
B.Featuresofthecommunicativeapproach
II.Significanceofthecommunicativeapproach
A.Twoversionsofcommunicativelanguageteaching
B.Importantactivitiesbasedonthecommunicativeapproach
III.ApplicationofthecommunicativeapproachinEnglishteaching
A.Principlesforapplyingthecommunicativeapproach
1.Thecreationofauthenticsituations
2.Students-centeredclass
B.Threestagesinthecommunicativeteaching
C.Communicativeactivitiesinclass
1.Groupworkincommunicativeactivities
2.Role-playincommunicativelanguageteaching
3.Presentingpicturesfordiscussion
IV.Conclusion
ACommunicativeApproachtoSpokenEnglishTeaching
Author:
HuangXutingSupervisor:
LiShan
I.Introduction
ChinesepeopleallknowthatEnglishisveryimportantforthefuturedevelopmentofChina.Whatisthegoalforlearningaforeignlanguage?
Itisforcommunication,butnotfortakingexaminations.ButinChinanotonlymanystudentsmisunderstoodit,butalsoplentyofteacherandstudents'parents.Theyfocusonthescores.Asaresult,alargenumberofChinesestudentscanachievehighscoresinEnglishtestsbutcannotspeakfluentEnglishwhentheyfaceaforeignerorspeaktotheirclassmates.ThisisacommonphenomenoninChina.
Manyteachersthinkthattheyhavetaughtthebasicknowledgeofthelanguagetostudents;itissimpleenoughforthestudentstousetheknowledgetocommunicate.However,itiswrongtothinkthatonecanexpresshimselfwellifheknowsthebasicknowledgeofthelanguage.Thethoughtofteachersisalsoareasonresultinginthefact-------thestudents’languageisincomplete.Investigatingthewesteducationofforeignlanguage,wecanfindthattheteachersneverdividethefourabilitiesintheirteaching.Theyalwaysputthetrainingstudents’speakingabilityinthefirstplace;theydrillthestudents’listeningabilityinthewholecommunicativeprocess.Soourteachersarefacedwiththeproblemofchangingourteachingmethodstoimprovethestudents’abilityoflisteningandspeaking.
A.Thedefinitionofcommunicativeapproach
TheCommunicativeApproachisanapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.TeachingmaterialsusedwiththeCommunicativeapproachoftenteachthelanguageneededtoexpressandunderstanddifferentkindsoffunctions.TheapproachfollowsaNationalsyllabusandemphasizestheprocessesofcommunicationtogetinformation,andusinglanguageforsocialinteractionwithotherpeople.Thispaperpresentsananalyticalstudyofthecommunicativeapproachatmanylevels.Inaword,communicativeapproachreferstothetheoryofteachingaccordingtotheprinciplethatthestudentsandteachersshouldgenuinelycommunicatewitheachotherusingthetargetlanguage.
B.Featuresofcommunicativeapproach
1.FivepointstocharacterizetheCommunicativeApproach:
1)Emphasisonlearningtocommunicateinthetargetlanguage;
2)Theintroductionofauthentictextsintolearningsituations;
3)Focusnotonlyonlanguagebutalsoonthelearningprocessitself;
4)Makinguseoflearner’sownpersonalexperiences;
5)Creatingrealcommunicationsituationsintheclassroom;
Linkingclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom,themostobviouscharacteristicsofthecommunicativeapproachisthatalmosteverythingthatisdonewithacommunicativeintent.Theteacherisconcernedwiththelearnersthemselves,theirfeelingsismoreeffectivewhenthelearnersareactivelyinvolvedinthelearningprocess.
2.Featuresofcommunicativeactivities:
1)Informationgap;
2)Choiceofformandcontent;
3)Feedbackofanycommunicativeinformation;
3.Classroomenvironment:
1)Cooperationandempathy;
2)learner-centered;
3)Toleranceoferrors;
4)Workinginsmallgroups.
II.Significanceofthecommunicativeapproach
A.Twoversionsofcommunicativelanguageteaching
1.Weakversion:
TheweakversionofcommunicativeapproachstressestheimportanceofprovidinglearnerswithopportunitiestousetheirEnglishforcommunicativepurposesandcharacteristicallyattempttointegratesuchactivitiesintoawiderprogramoflanguageteaching.Intheweakversion,onelearnstouseEnglish.
2.Strongversion:
Thestrongversionofcommunicativeapproachadvancestheclaimthatlanguageisacquiredthroughcommunication,sothatitismerelyaquestionofactivatinganexistingbutinertknowledgeofthelanguage,butofstimulatingthedevelopmentofthelanguagesystemitself.Withinthisversion,oneusesEnglishtolearnit.
B.Importantactivitiesbasedonthecommunicativeapproach
Therearemainlytwotypesofactivitiesapplicableincommunicativelessons.Oneisfunctionalcommunicativeactivitiesandsocialinteractionactivities.Taskssuchaslearnerscomparingsetsofpicturesandnotingsimilaritiesanddifferences,workingoutalikelysequenceofeventsinasetofpictures,discoveringmissingfeaturesinamaporpicture,onelearnercommunicatingbehindascreentoanotherlearnerandgivinginstructionsonhowtodrawapictureorshape,orhowtocompleteamap;followingdirectionsandsolvingproblemsfromsharedcluesallfallintotheformercategory,whileconversationanddiscussionsessions,dialoguesandroleplays,simulations,skit,improvisations,anddebatesbelongtothesecondtype.
1.Functionalcommunicativeactivities
1)Sharinginformationwithrestrictedcooperation
2)Sharinginformationwithunrestrictedcooperation
3)Sharingandprocessinginformation
4)Processinginformation
2.Socialinteractionactivities(fourapproaches):
1)Usingtheforeignlanguageforclassroommanagement
2)Usingtheforeignlanguageasateachingmedium
3)Conversationanddiscussionsessions
4)Basingdialoguesandrole-playsonschoolexperience
III.ApplicationofcommunicativeapproachinEnglishteaching
A.PrinciplesforapplyingthecommunicativeapproachinEnglishteaching
Amongthenumerousprinciplesofcommunicativeapproach,therearetwopiecesofprinciples,whicharemoreimportantinChina’sEnglishteaching.
1.Thecreationofauthenticsituations
Thecurrentteachingmethodsdon’temphasizetherealworldsituationandfailtocultivatestudents’spontaneity.Artificialconventionsandmechanicalquestion-and-answersequencesfallshortoftheflexible,spontaneouskindofcommunicativeinteractionrequiredforperformingataskwiththecontextofsituationrelevanttotherealworld.Suchclassroomteachingforceslearnerstotalkaboutthingsthatarenotoftheirownchoosingandnotbasedontheiractualneeds.Instead,theyareprovidedwitharigidsetofguidedstructuresinisolation.Taughtinthisway,thelearnersfrequentlyfailwhentheyarefacedwiththereadtoproducethelanguagerelatedtoaspecificsituation.
Simulationtechniquesseemtobeabetteralternative,astheyseektoplacelearnersinasituationwheretheyareaskedtotakeondifferentrolesandtoaccomplishtheirspecifictasks,includingproblemsolving.Theyofferanopportunityforthelearnerstopracticeusingthelanguageintherightplaceattherighttimeandasappropriatelyaspossible.
Themostobviousadvantageofthesekindtechniquesisthatitputsthelearnersinrealisticsituations.Bysimulatingthephysicalcircumstancesofcertainsituations,thestudentscanhavetheopportunitytouseandtopracticethesortoflanguage,particularlythevocabularyrelatedtothatsituation,sothatlearnersarerehearsedforreallife.Inaddition,theycanexpresswhattheywanttosaywheneverthesituationcallsforit.Theteacherprovidesthebestconditionsforlearningthroughcreatingtherealistsituation.
2.Students-centeredclass
Thefocusofclassroomshouldbeshiftedfromtheteachertostudents.ThepresentteachinginChina,however,isjusttheopposite;theclassisjustmainlyteacher-centered.
Theteacherdoesmostthetalkingandalwayshasthewholeclassunderhisstrictcontrolbylecturing,questioning,correctingstudentsandoftensupplyingcorrectanswerstotheexercises.Insuchaclass,theteacherisobviouslythemostauthoritativeperson.Studentsalwaysactaccordingtowhattheteacherwantsthemtoaccomplishputnotwhattheythemselveswanttoaccomplish.
Suchkindofteachers’role,infact,encouragesthestudentstodependtoomuchonteacherswithoutthinkingindependently.Soitappearsthatsometimes,evenifthestudentshaveunderstoodthetexttheyarereading,theydonothavethecouragetospeakoutwhencalledupon,forfearthattheymaynotberight.Asaresult,thelong-termpracticeofteacher-centerednessineducationhasactuallylessenedtheopportunitiesforthestudentstoanalyzeandjudgethingsforthemselves,andithaspossiblyencouragedthestudents’lazinessinthinking.Givinguptheirnaturalinstinctsforactivethinking,theymayspendmostoftheirtimecopyingfromtheblackboard,followingtheteacher’stalkandtakingthenote.Toomuchofthiswillharmthestudents’initiativesandreducetheirenthusiasminstudy.
Theclassshouldbelearners-centered.“Communicativeapproachmakeslea
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