交际教学法在中学英语课堂教学中的应用英语版论文.docx
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交际教学法在中学英语课堂教学中的应用英语版论文.docx
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交际教学法在中学英语课堂教学中的应用英语版论文
TheApplicationofcommunicativeteachingmethodinmiddleschoolEnglishClassroomTeaching
交际教学法在中学英语课堂教学中的应用
Abstract:
Inrecentyears,researchonclassroomcommunicationeffectonlearningeffectinthescholarshadtheireyestothestudyofthenatureofclassroomcommunication.Inthispaper,wewillstudytheclassroominteractionandparticipationinthestructure,influencethenatureandculturalfactorsbetweenteachersandstudentsinclassroominteraction.Thisthesisisdividedintofiveparts.Thefirstpartoftheintroductionisraisedinthistopic.Includingliteraturereview.Thesecondpartintroducestheprotagonist-communicativeteachingmethod,twosectionsareappliedproblemsandcommunicativeteachingmethodlistsstudentsencounterinoralEnglishoralEnglishclassinmiddleschool,thethesismadeasummaryoftheinteractiveEnglishteaching.
Keywords:
communicativeapproachlanguageteachingcommunicativecompetencespokenEnglish
关键词:
交际教学法语言学习交流能力英语口语
Outline:
1Introduction
2Communicativeapproaches
2.1DefinitionofCommunicativeApproach
2.2Characteristicsofcommunicativeapproaches
2.3TheInfluenceofCAonSpokenEnglishTeaching
3MainProblemsofSpokenEnglishTeachinginMiddleSchools
3.1Problemsofteachers
3.2Problemsofstudents
3.3Lackofculturalbackgroundknowledge
4TheApplicationofCommunicativeApproachtoSpokenEnglishTeachingin
MiddleSchools
4.1CommunicativecompetenceandEnglishteaching
4.2Communicativeactivities
4.3Mainformsofcommunicativeactivities
4.3.1Pairwork
4.3.2Groupwork
4.4Majormethodsinclassroomcommunicativeactivity
4.4.1Reachingaconsensus
4.4.2Role-play
4.5Roleofteachers
4.6Roleofstudents
4.7learner-centeredclassroom
5Conclusion
TheApplicationofcommunicativeteachingmethodinmiddleschoolEnglishClassroomTeaching
1.Introduction
WithChina'sentryintotheWorldTradeOrganization,EnglishbecomemoreandmoreimportantfortheChineseandtheChinesestudents'enthusiasmforEnglishlearninghasreacheditsclimaxonanationwidescale.SpokenEnglish,asamajormeansofcommunication,isgainingunprecedentedattention.However,thecurrentsituationofspokenEnglishteachinginChina'smiddleschoolsisfarfromsatisfactory.
Asweobservetoday'sEnglishclasses,itisobviousthatthetraditionalmethodsoftheEnglishlanguageteachingstilldominateoutclassroom,andmostoftheattentionispaidtolanguageaccuracyTeachersspendalotoftimeinteaching,grammaticalitemsandlanguagepoints.Theresultofthiskindofteachingisthataftermanyyearsoflanguagelearning,studentscanonlyreadandwritetoalimitedextent.MembersofEnglishteachingcirclesatthemiddleschoolinChinaoftenhearthecomplaints,"Highgrades,lowabilities.".or"Deaf-muteillness."whichmeansthattheyareunabletoexpressthemselvesorallyinthelanguageeventhoughtheyhavelearntitformanyyears.Thestudents'incompetenceinspokenEnglishmanifestsourweaknessinEnglishteachinganddoescallforaseriousinquiryintotherealmsofteachingapproachesandmethodology,Howtoimprovestudents'EnglishspeakingcompetenceisoneofthemostimportantmissionsofEnglishteachers.
Thepastdecadeinlanguageteachinghasbeenoneofgrowingconcernwithmeaning.Theimportanceofmeaningfullanguageuseatallstagesinacquisitionoflanguagecommunicativeskillshascometoberecognizedbyresearchersandteachersaroundtheworld,andmanycurricularinnovationshavebeendevelopedinresponse.Centraltoanunderstandingofcommunicativelanguageteachingisanunderstandingofthetermcommunicativecompetence.Itisdevelopinglanguageabilitiesforeffectiveandappropriatecommunicationwithinculturalcontextsofthetargetlanguage--and—culture.
Acommunicativeapproachopensupawiderperspectiveonlanguagelearning.Inparticular,itmakesusmorestronglyawarethatitisnotenoughtoteachlearnershowtomanipulatethestructuresofthelanguage.Theymustalsodevelopstrategiesforrelatingthesestructurestotheircommunicativefunctionsinrealsituationsandrealtime.Theteachermustprovidestudentswithampleopportunitiestousethelanguagethemselvesforcommunicativepurposes.Theteachersmustalsorememberthattheyareultimatelyconcernedwithdevelopingthestudents’abilitytotakepartintheprocessofcommunicatingthroughlanguage,ratherthanwiththeirperfectmasteryofindividualstructures(thoughthismaybeausefulsteptowardsthebroadergoal).Theclassroomisauniquecommunicationcontext,andcommunicationisshapedbytheactionsandperceptionsofbothteachersandstudents.Definingclassroomcommunicativecompetencerequiresthatteachersrecognizethenormsthatgovernclassroomcommunication,identifytheknowledgeandcompetenciesthatarenecessaryforstudentstoparticipateinclassroomevents,andbecognizantofthesocialandcontextualissuessurroundingclassroom.Definingclassroomcommunicativecompetencewillenableteacherstoadjustthepattersofcommunicationsoastomaximizestudents’linguisticandinternationalcompetencies,andcreateopportunitiesforstudentstobegintoacquirearepertoireofcompetenciessothattheycanparticipateinwiderrangeofclassroomevents.
Thepresentthesisintendstoinvestigatethesortof"fluent-but-stabilized"studentsandthenproposesomesolutionstocombatthetendenciesforstabilization.Duringthelong-termclassroomobservation,wehavefoundthatsuchstudents'communicativeabilityisratherhigh,buttheiraccuracyispoor,evidencedbymanyfrequently-madeerrors,manyofwhichtheycannotidentifywithoutexternalassistance.Additionally,theyareshowingnosignsofimproving.
ManyresearchershavehelpeddevelopthetheoryandpracticetheCommunicativeLanguageTeachingApproach(Brown,1987;Brumfit&Johnson,1979;Hymes,1972;Nattinger,1984;Nunan,1987&1989;Richards&Rodgers,1986;Rossner,1988;Savingnon,1983;White,1989;Yalden,1983).TheunderlyingtheoryoftheCLTapproachisthecommunicativecompetence(Hymes,1972).Studentsdonotsimplylearnthelinguisticstructuresandgrammarrules.Theyhavetolearnhowtousethelanguageproperly.Littlewood(1981)describedtheCLTapproachthatoneofthemostcharacteristicfeaturesofcommunicativelanguageteachingisthatitpaysystematicattentiontofunctionalaswellasstructuralaspectsoflanguage.Inreactiontothegrammar-translationandaudio-lingualmethods,theCLTapproachemphasizesthecommunicativeactivitiesthatinvolvetherealuseoflanguageindailylifesituation.
TheCommunicativeApproach(CA),asareplacementoftraditionalteachingmethods,mayshedsomelightsanspokenEnglishApproach(CA),orcalledCommunicativeLanguageteaching.TheCommunicative(CLT),whichhasarelativelyscientifictheoreticalfoundation,viewslanguagelearningasameansofcommunication.JustasLittlewood(1981:
89)pointedout:
"T'heprimarygoalofmostforeignLanguageleaningistodeveloptheabilitytouserealandappropriatelanguagetocommunicateandinteractwithothers,andthegoalofforeignlanguageteachingistoextendtherangeofcommunicativesituationinwhichthelearnerscanperformwithfocusonmeaningwithoutbeinghinderedbyattentionhemustpaytolinguisticform."
Incommunicativeclasses,thestudentsarerequiredtofulfillvariousdesignedmainlyforcommunication.Inordertocreateareal-lifeenvironmentforlanguagelearning,authenticmaterialssuchasmaps,menusandtime-tablesaretakenfulladvantageof.Furthermore,thelanguageteacherschangetheirconventionalrolestomorechallengingones.Theyarenotonlytoimpartknowledgebutalsotoassumevariedrolesasorganizersandfacilitators.AllthesemethodscompatiblewithCAareprovedeffectiveincontributingtotheachievementofthestudents’communicativecompetenceandhavebeenemployedatalllevelsofforeignlanguageteachingonaworldwidescale.TakethefamousLivingBooksseries(Broderbund)forexample.Userscanclickonaparagraphandthetextwillbereadoutloud.Whenusersclickonanyobjectsinthebackground,theobjectwillmoveaccompaniedbysoundeffects,userscancontinueclickingasoftenastheylike,buttheone-click-one-moveinteractionremainsthesame.
Onthecontrary,theprimarypurposeoffun-orientedsimulationsistobebothmotivationalandentertaining.Instructioninaparticularsubjectisnottheprimaryconcerninfun-orientedsimulations.Thistypeofcomputersimulationtendstomotivateuserstogetinterestedinthesimulationitself.Entertainmentisthegoal.Asaresult,bothuserandcomputershareequalopportunitiestoreceiveinstructionsfromandrespondtoeachother.Furthermore,theuserhasmultiplechoicesfortakingcontrol.Fewerrestrictionsareimposed.Theuser'smovecouldleadtoanothermultiplicityofchoicesandthepromptingofanunexpectedresponsefromthecomputer.However,thetwocategoriesofcomputersimulationsarenotmutuallyexclusiveofeachother.Rather,theywouldbebetterregardedasthetwoendsofacontinuum.Allcomputersimulationactivitiesfallsomewhereinbetween.Inotherwords,itisverypossiblethatacomputersimulationpossessesbothinstruction-orientedandfun-orientedfeatures.
Inthispaper,themainanalysisofthepaperistheapplicationofcommunicativeapproachtospokenEnglishTeachinginmiddleschool.HopingthatthepaperwillmaketheteachersinmiddleschoolhasagoodunderstandingofcommunicativeapproachandcangivesomehelpsfortheirspokenEnglishteaching.
2.Communicativeapproaches
2.1DefinitionofCommunicativeApproach
L
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