the application of communication approach to junior middle school english teaching交际教学法在初中.docx

the application of communication approach to junior middle school english teaching交际教学法在初中.docx

《the application of communication approach to junior middle school english teaching交际教学法在初中.docx》由会员分享，可在线阅读，更多相关《the application of communication approach to junior middle school english teaching交际教学法在初中.docx（9页珍藏版）》请在冰豆网上搜索。

theapplicationofcommunicationapproachtojuniormiddleschoolenglishteaching交际教学法在初中

际教学法在初中英语教学中的应用

TheApplicationofCommunicationApproachtoJuniorMiddleSchoolEnglishTeaching

摘要：

交际教学法被越来越多的英语教师所了解和接受,并用于教学中。

教学实践证明交际教学法是一种行之有效的方法,它在使中学阶段学习的学生获得英语基础知识和培养学生听、说、读、写能力方面很有帮助。

交际教学法的起源、教学原则及应用。

关键词：

英语教学交际教学法应用

Abstract:

CommunicativeapproachhasbeenintroducedandacceptedbymoreandmoreEnglishteachers.Theyuseitconsciouslyintheirteaching.Theirteachingresultprovesthatcommunicativeapproachisaneffectiveteachingmethod,bywhichwecanhelpJuniorstudentsobtainthefundamentalEnglishknowledgeandtheabilityofhearing,speaking,readingandwriting.Thepresentessaydiscussestheorigin,principleofcommunicativeapproachandproblemsinapplyingthisgoodteachingmethodinMiddleschools.

Keywords:

MiddleSchool,Englishteaching,communicativeapproach,Application

Content

Introduction1

1.Theoriginandprinciplesofcommunicativeapproach1

1.1Theoriginofcommunicativeapproach1

1.2Theprinciplesofcommunicativeapproach2

2.ThePresentSituationofMiddleSchoolEnglishTeaching2

3.Howtodevelopstudents’communicativecompetence3

4.Thecommunicativeteachinginclass4

Conclusion5

References6

交际教学法在初中英语教学中的应用

TheApplicationofCommunicationApproachtoJuniorMiddleSchoolEnglishTeaching

Introduction

Weallrealizethatweareintheperiodwheneconomyisdevelopingrapidlyandinternationalassociationbecomesmorefrequent.Englishisourinescapablemeansofcommunication.StudentsstudyEnglishinorderthattheycanfinallyapplyittoreallife.Languagedevelopsintheprocessofcommunication,sothebestwayoflearningEnglishwellistolearnitbycommunication.Nowhowtoimprovestudents’Englishcommunicativecompetenceisgettingmoreandmoreimportant.Byusingthisapproachtheteacherbecomesanorganizerandthestudentsarethecentreofteaching.TheapplicationofcommunicativeapproachtoourEnglishteachingcannotonlyhastentheprocessofEnglishteachingbutalsostimulatethemotivationofstudents’learningthelanguage.Thereforewhatweshoulddoatpresentistomaketheclassroomatinysocietyaswellasaplaceofforeignlanguageteaching.

1.Theoriginandprinciplesofcommunicativeapproach

1.1Theoriginofcommunicativeapproach

CommunicativelanguageteachingisalsocalledCommunicativeApproachorNational-FunctionalApproach.ItisakindofforeignlanguageteachingfoundedbyChristopherCandliandHenryWiddowsoninthelate1960s.

Since1960s，theeconomyinadvancedcountrieshasspeeded，thecommunicationinallpartsofthesecountrieswerefrequent.Atthesametime，theresearchoflanguageteachingtheoryhadnewbreakthrough.Inordertosatisfythenecessityofsociety，anewlanguageteachingmethod——TheCommunicativeApproachwasproduced.

Trainingcommunicativecompetenceshouldbethetargetofalanguageteacher.Teachersshouldregardthenecessityofstudents’communicationastheirstartingpointofteachingandusedifferentregistersaccordingtodifferentgoalsinEnglishteaching.

1.2Theprinciplesofcommunicativeapproach

Incommunicativeactivitiesteachershouldactasanorganizer,helperandjudger,letstudentsplaytheleadingpart.Thedrilloflistening,speaking,readingandwritingmustbehelpfultotrainingstudents’communicativecompetence.Moreoverwemustpayattentiontostudents’psychology.Onlywhenstudentshavestrongmotivationandtheyaregettinginvolvedinteaching,cantheirinternalpotentialsbedeveloped.Inteachingwenotonlypayattentiontotheaccuracyoflanguageusedbystudentsbutalsopayattentiontothefluency.Fromthese,wemayseeEnglishteachingshouldbefilledwithinteraction,whichistosaywemustlearnthelanguagebyusingit.

2.ThePresentSituationofMiddleSchoolEnglishTeachinghe

Inourcountry,theteacherremainsthecenterinthelearning/teachingcourse.Sothestudents’activenessisneglected.Theyareonlytobethe“receiver”ofthehugemassofknowledge.Asweallknow,thepositionofthestudentsispassive;wecandiscoverthatthetraditionalteachingmethodhasobviouslylostitsposition.

Traditionalteachingonlystressestheimportanceoftheteacher;especiallystresstheteacher’sauthorityoverthestudents,neglectingtheinfluenceofthestudents.Inclasstheteacherwouldspeakandspeakfromthebeginningtotheendwithoutastop.Whilethestudentsdon'tknowwhattheteachersaysandfeeltiredofhis/herteaching.

Nowadayseducationalinnovationisgreatlyadvocated.Affecteddeeplybytraditionalteaching,mostteachersfindithardtogetridoftheshacklesoftraditionalteaching.Sotheystillwalktheoldpath.WhenCameniusbuiltclassteaching,hepointedoutclearlythatoneoftheadvantagesofclassteachingwasthattheinfluencesofthestudentswereaffectedbytheactivities,butintraditionalteaching,suchanadvantagehasnotbeenplayed.Theinfluencesofthestudentsarelimitedbytheteacher’sauthoritativecontrol.Thestudents’learningismainlyindividuallearningonthebackgroundofcollectivelearning.

Asweknow,theforeignlanguageisnotournativelanguage,sowedon’thavesuchenvironmenttostudyaforeignlanguage.Thelearners’exposuretothelanguagehasbeenlimited,thoughtherehavebeensomeimprovementsinthe“open”policy.Foreignlanguageproficiencyisachievedprincipallyinthesituationofformalteaching.Afterclass,thestudentsalmosthavenochancetopracticethetargetlanguage.Theonlyrouteofacquiringthelanguageisfromclassroomteaching.Butnowtraditionalteachingseriouslypreventsthedevelopmentofthestudents’languagecompetence.Inthetraditionalwaylike“duck-feeding”teachingor“full-filling”teaching,areneglecttheinitiativeability.Sothestudents’interestinEnglishcannotbestirredthoroughly.AtthebeginningofstudyingEnglish,studentsfeelfreshandtheystudyhard,buttheteachersdonotguidethemproperly,theyarenotclearaboutthepurposeofEnglishstudying.Inclasstheyfeelthatthestudyingisdryasdust.Aftersometime,moststudentslosetheirinterestsinstudying.Soitisimportanttostimulatetheinterestofstudents’studyingforEnglishteachers.

3.Howtodevelopstudents’communicativecompetence

AsteachersofEnglishwemusttrainandexertstudents’initiativeactivityandindependence,exertingallourstrengthtoactasorganizershelpersandjudgers.Sinceforty-fiveminutesisthekeytosuccess,ateachershouldmakegooduseoftheprecioustimeandcreateagoodlanguageenvironmentforthestudents,providingthemwithachancetolisten.Students’Englishstudyingbeginswithlistening;teachersshouldgivethemmoreopportunitiestolistentothelanguagespoken.

AtbeginningteachersshouldspeakEnglishslowlyandcorrectly,becauseonlywhenstudentslistenclearlyandaccuratelycantheyspeakwell.Whentheyspeakcorrectlyandtheyarepraisedbytheirteacher，theywillbeencouragedgreatly.Manystudentscomefromremoteareas;theygotlesslisteningandspeakingpracticebefore.Inaccordancewiththiskindofcircumstance,justatthebeginningofthenewterm,teachersshouldusesimpleeasyandslowEnglishtoteach,theyshouldtrytoavoidusingChineseifpossible.Whenstudentsgetusedtothiskindoflanguageenvironmentgradually,theabilityoftheirhearingandlisteningwillbeimproved.

Breakingpsychologicalbarrierisimportantfordevelopingstudents’communicativecompetence.InfacteveryonehopesthathehimselfcanspeakEnglishfluently,butmoststudentsaretimidpsychologicallyandtheyareafraidofmakingmistakesandlosingfaces.Soatfirsttheteachershoulddrawstudents’attentionbyallkindsofways,hemayuse“bodylanguage”toclearupstudents’intensionandfear.Inordertodrawstudents’attention,theteachershouldtrytoactwithexpression,emotionaltonetomaketheatmosphereofclassroomactiveandmakealastingimpressiononstudents,forsometimestudentscanlearntouseEnglishnaturally.MoreovertheteachershouldencouragestudentstoanswerquestionsinEnglish.Shyandtimidstudentsareunwillingtoopentheirmouths,wemayletthemreadthetext,letoneofthemreadasmallparagraph,orafewwords.Throughtakingtheseexercisesforsometime,studentsmusthaveremovedthebarrierofpsychologyslowly.Beforeclassisover,wemayletstudentsdiscusssomequestionsforafewminutes.Thiswillnotonlystrengthentheknowledgestudentshavelearned,butalsocanraisetheiroralability.

Inordertoimprovestudents’communicativecompetence,wemayaskthestudentondutytomakeaspeechforfiveminutes.Thetopicsofspeecharevarious,fables,humorousstoriesandnews.Theymayusevividlanguageandactionwhilemakingthespeech.Thecontentsarefromsimpletocomplicate.Forexample,afterlearning“TheFamilyTree”studentswillbringtheirfamilyphotosandmakedialoguesinclass,afterlearning“ATelephoneCall”studentscanmakedialoguesandperformtheminclass.Makingaspeechbythestudentsondutywilldevelopstudents’intelligentialfactorandnon-intelligentialfactor.Studentsmustusetheirheadtocompilethematerialsbeforetheymakeaspeech.Theynotonlyconsiderhowtousenewknowledgebutalsoconsiderhowtocompileitwell.Studentscreativelyuseandexertthelanguagetheyhavelearnedinthewholecourse.Ontheotherhand,students’experiencethemselvesthesuccessesandpleasureofcommunicationinEnglish,thisstimulatesstudents’interestofstudying.Insomeway,makingaspeechimprovesthecomprehensiveabilityofhearing,speaking,readingandwriting,whichp