课堂互动对高中生口语的作用.docx
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课堂互动对高中生口语的作用.docx
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课堂互动对高中生口语的作用
题目:
AstudyontheapplicationofinteractivetheoryinoralEnglishteachinginseniorhighschool
摘要
随着全球的一体化,英语逐渐成为我们对外交流的重要手段,英语交流能力越来越重要,因此英语课堂教学中的口语教学就显得尤为重要。
长期以来,我国中学生由于受升学压力的影响,把英语作为一门应试的科目来学,而忽略了学习的真正目的所在。
传统的口语教学教师讲得多,而学生参与得少,学生很少真正地融入课堂。
在现代社会这种灌输式的教学方式将被淘汰。
互动成为了英语课堂教学最根本、最重要的形式。
互动教学是指教学过程中既充分发挥教师的积极性又充分调动学生的主动性,师生在同一教学目标下同时发生作用,形成一种师生之间相互对话、相互交流和相互促进的教学方法。
在口语教学中引入互动理论,通过调节教师和学生的相互关系和相互作用,来优化口语教学过程,从而形成和谐的师生互动、生生互动,可以产生教学共振,提高口语教学效果。
本文对构建主义理论和认知互动理论中Long的“互动假设”进行了深入的探讨,了解了英语口语课堂互动的实施情况,加以分析并给出了一堂成功课堂案例的分享。
最后本文针对课堂互动中的问题提出了一定的解决方案。
关键词:
互动教学,口语教学,课堂互动
Abstract
Withtheglobalizationoftheworld,Englishhasbecomeanimportantmeansofcommunication.ThedemandforcommunicativecompetenceinEnglishisbecominggreaterandgreater,sooralEnglishteachinghasbecomemoreandmoreimportant.
ForalongtimeinChina,underthepressureofCollegeEntranceExamination,thehighschoolstudentsonlytakeEnglishasoneofthemajorsubjectsforenteringtheuniversity,thusoverlooktherealgoalforlearningaforeignlanguage.Intraditionalteaching,theteacherstandsinthefrontofclass“teaching”andthestudentssitinrows“listening”.Inmodernsociety,this“cramming”teachingmethodbeginstobediscarded.Interactionisanimportantformintheclassroomteaching.Interactiveteachingreferstotheteachingprocessthatcanmaketeachersteachvigorouslyandstudentslearninitiatively.Teachersandstudentsaffecteachotherunderthesameteachingaim.ByintroducinginteractivetheoryintooralEnglishteaching,wecanbetteroralEnglishteaching,formharmoniousteacher—studentinteraction,student—studentinteractionsoastoimproveoralEnglishteachingeffect.[1]
Thethesisstudiesthecurrentsituationofinteractioninseniorhighschoolclassestoknowhowclassroominteractioniscarriedoutnow.TheauthordoesmanyresearchesonSocialConstructivistTheoryandLong’sInteractionHypothesis,andthenanalyzescharacteristicsofhighschoolclassroominteractionandgivesasuccessfulcaseofclassroominteraction.Atlastsomesuggestionsabouthowtofacilitateclassroominteractionaregiven.
Keywords:
InteractiveTeaching,OralEnglishTeaching,ClassroomInteraction
Contents
Chapter1Introduction1
Chapter2LiteratureReview2
2.1ResearchonInteractiveTeachingApproachAbroad2
2.2ResearchonInteractiveTeachingApproachinChina2
2.3ResearchontheOralEnglishTeaching3
2.4SocialConstructivistTheory3
2.5InteractionHypothesis4
Chapter3CharacteristicsofClassroomInteraction5
3.1Equality5
3.2Interactivity5
3.3Emotionality6
3.4Constructivism6
Chapter5ProblemsandSuggestions10
5.1Problems10
5.2Suggestions10
Chapter6Conclusion11
References12
Acknowledgements13
Chapter1Introduction
Asinternationalcommunicationincreasesinthetendencytowardsglobalization,thedemandforcommunicativecompetenceinEnglishisbecominggreaterandgreaterinChina.Inrecentyears,peoplelistthehigherstandardofEnglishlearningthatChineseshouldspeakEnglishloudlyratherthanreadsilently.InNewNationalCriteriaforEnglishCourse,therequirementsforspeakinginmiddleschoolsaresetexplicitly.Nowitisnaturaltofindthatpeopledon’tconcernwhetheryoucanspeakEnglishornot,instead,peoplecaremoreabouthowwellyouspeakEnglish.ThereforeoralEnglishteachinghasbecomemoreandmoreimportant.
Intraditionalteaching,bothteachersandstudentsburythemselvesinlotsofexamseverydayinordertobeadmittedtotheuniversity.Theyhavenotime,noenergy,noenvironmentandevennomotivationandinteresttoimprovestudents'communicativeskills.Classroominteractionistheharmoniousresonancebetweenteachingandlearninginvolvinglanguage,thoughts,feelingsandact.[2]Interactiveteachingreferstotheteachingprocessthatcanmaketeachersteachvigorouslyandstudentslearninitiatively.ItisdifferentfromthetraditionalEnglishteachingmethodthatteachersarethecenteroftheteaching;itisalsodifferentfromtheEnglishteachingmethodthatstudentsaretoofreeandteachersdonotcontroltheteachingprocess.Interactionisanimportantwordforlanguageteachersandstudentsnowadays.Intheclass,weareexposedtoanarrayofcommunicativeinteractionssuchaslectures,groupprojectsorevensittingatthebackoftheclassroomtalkingtoaclassmate.Wediscusstopicstogetherastheteacherasked,wesendmessagetoandreceivemessagefromothersthroughinteraction.Inclassroominteraction,studentscanincreasetheirlanguagestoreasfromdiscussionanddialogue,inturn,studentscanusealltheypossessofthelanguage---alltheyhavelearnedorcasuallyabsorbed---indailyexchanges.[3]
Chapter2LiteratureReview
2.1ResearchonInteractiveTeachingApproachAbroad
Inrecentyears,alotofresearchershavestudiedinteractiveteachingandclassroominteraction.Firstly,itisproposedbySimmel(1908:
27),Germansocialist,whodefinedinteractionasaprocessbetweensymbolandlanguage.JeanPiaget(1973:
99)claimsthat“Learningisasocialprocessthatshouldtakeplaceamongcollaborativegroupswithpeerinteractioninasnaturalaspossiblesettings”.D.Allwright(1984:
159)expressesthat“Interactionistheprocesswherebylessonsareaccomplished.Classroominteractionistheface-to-faceinterpersonalinteractionbetweentheteacherandthestudents”.Wilga.M.River(1987:
4-5)pointsout“Interactionisbetweentheteacherandstudent,studentandteacher,studentandstudent,studentandauthorsoftexts,andstudentandthecommunitythatspeakthelanguage”.Itisanimportantwaytoimprovetheteachingeffects.R.L.Oxford(1990:
86)maintainsthat“Interactionisabroaderterm,relatedtoclassroomtasks,groupdynamics,learningstylesandwillingnesstocommunicate".
Thoughmanydefinitionsofinteractionaregivenfromtheperspectivesofbothpsychologyandlinguistics,theyarebasicallytheprocessofinformationexchangebetweentwoormoreindividuals.Inthecontextofthisthesis,interactionusuallyrefersto"classroominteraction"or"interactionactivities"Interaction,actually,isaconceptwhichstemsfromsocialpsychologyandbringsintothefieldofteaching.Sincethe1980sthestudyofclassroominteractionhasbecomegraduallypopular.
2.2ResearchonInteractiveTeachingApproachinChina
InChinamanyeducatorshavebeenstudyinghowteachersapplytheInteractiveApproachofteachingtolarge-scaleclassroominstruction.Manyeducatorshavedonesignificantresearchintotheinteractionthattakeplaceinclassroomteaching.Forexample,WangJiajing’sresearch(1997)showstheimportanceofclassroominteraction.Specifically,ifateacher,students,andthecontentofteachinginaspecificcontextinteractpositivelyoneanother,theeffectsoflearningwillbesatisfactory.LiuGuoqiang(2000)agreesthatinteractionessentiallyaffectslanguageteachingoracquisition,andtheprocessofsecondlanguageacquisitionalmostalwaystakesplaceinthecontextofinteractionwithotherspeakersofthetargetlanguage.InteractioninEnglishlanguagelearningandteachingisakindofcooperativeactivityreferringtothehighcorrelationamongthesender,receiverandthecontextofsituation.Yuanyuan(2006)statesthatasamatteroffact,talksfromtheteacherandstudentscanincreaselinguisticinputduringtheprocessofinteraction;subsequently,opportunitiesforcommunicationandpracticewillappearandtheclimateinclassroomwillchangeaswell.
Manyresearcherstrytoexplainwhyaninteractiveclassroomiseffectiveandproposemanyspecificmethodstocultivateclassroominteraction.AccordingtotheNewNationalEnglishCurriculum(theMinistryofEducation2003),theoverallaimforseniorhighschooleducationistodevelopstudents'comprehensiveabilitiesinEnglishusebystimulatingandcultivatingstudents'interestandtheirconfidenceinlearningthelanguage,helpthemdevelopgoodlearninghabitsandformeffectivelearninganddeveloptheirawarenessstrategies,facilitatingautonomycooperativespiritlearning,increasingtheculturaldifferences,andhelpthemformhealthyviewsaboutlife.Interactiveteachingcanpromotestudentstoexerttheirinitiative,fosteringstudents’fulldevelopmentinmanycommunicativeactivities,especiallyinsomemeaningfulgroupwork.SoitisabetterandnecessarywaytouseinteractivelanguageteachinginEnglishclassestoachievetheaimofcultivatingstudents.AnditcangreatlyandeffectivelyimprovetheteachingqualityandhelpstudentsbemoreactiveinlearningEnglishandthinkingwiththecombinationoftheinteractionbetweenlearnersandteachersandtheinteractionamonglearners.Inrecentyears,manyeducatorshavebeencallingforadoptionofinteractiveteaching,buttheimplementationofthemethodseemstobelessthansatisfactorytosomeextent.
2.3ResearchontheOralEnglishTeaching
Muchresearch,sofar,hasbeendoneontheteachingoforalEnglishbyfocusingontheapplicationofcommunicativeapproach.Forexample,ApplicationofCommunicativeApproachtoOralLanguageTeachingmadebyTanLijian(1997),OntheDevelopmentofEFLCommunicativeCompetencedonebyGuoZhengfeng(2002)etc.Theyallexploredhowtocultivatedlearners’communicativecompetenceinoralEnglishteaching.ThestudiesshowedthattheimportanceofdevelopingtheinteractivecommunicativecompetenceofEnglishlearners,anditsfindingssuggestedthatinteractivecommunicationworksbetterinimprovingthelearners’communicativecompetence,andsomeinstructionalproceduresshouldbeemployedinordertofacilitatethesuccessfulcommunicationamongstudents.
Th
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- 关 键 词:
- 课堂 互动 高中生 口语 作用