英语论文The Application of the Situational Language Teaching.docx
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英语论文The Application of the Situational Language Teaching.docx
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英语论文TheApplicationoftheSituationalLanguageTeaching
TheApplicationoftheSituationalLanguageTeaching
inJuniorMiddleSchoolEnglishTeaching
1.Introduction1
2.ThecognitionoftheSituationalLanguageTeaching3
2.1Theoryoflanguage3
2.2Theoryoflearning4
3.Teacher’srolesandlearner’srolesintheSituationalLanguageTeaching5
3.1Theteacher’sroles5
3.2Thelearner’sroles6
4.ThenecessityofapplicationoftheSituationalLanguageTeachinginjuniormiddleschoolEnglishteaching7
5.TheapplicationoftheSituationalLanguageTeachinginjuniormiddleschoolEnglishteaching8
5.1Thedesignofsituationalactivities8
5.1.1Songs8
5.2.2Games9
5.2.3Speeches10
5.1.4Videosandmovies10
5.2Fourkindsofsituation11
5.2.1Happysituation11
5.2.2Questionsituation15
5.2.3Languagesituation18
5.2.4Activitysituation22
6.Conclusion25
References26
1.Introduction
Theteachingofforeignlanguageshasevolvedformanycenturies.Differentteachingapproacheshavebeendevelopedbylinguistsandlanguageteachers,especiallyinthetwentiethcentury.ChineseforeignlanguageteachersandlinguistshavealsointroducedanddevelopedsometeachingapproachestotheteachingofEnglishinChina.AmongtheteachingapproachespracticedinChina,theSituationalLanguageTeachinghasbeenadvocatedandhasmadegreatachievements.
TheSituationalLanguageTeachingwasinitiatedbyagroupofBritishlanguageteachingspecialists,suchasHaroldPalmerandA.SHornby,inthe1930sand1960s.ItwascalledOralApproachinearlydays,butSituationalLanguageTeachingafterthe1950s.
ThemaincharacteristicsoftheSituationalLanguageTeachingareasfollows:
a.Languageteachingbeginswiththespokenlanguage.Materialistaughtorallybeforeitispresentedinwrittenform;
b.Thetargetlanguageisthelanguageoftheclassroom;
c.Newlanguagepointsareintroducedandpracticedsituationally;
d.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered;
e.Itemsofgrammararegradedfollowingtheprinciplethatsimpleformsshouldbetaughtbeforecomplexones;
f.Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.
ThekeyfeatureoftheSituationalLanguageTeachingisthatnewlanguagepointsareintroducedandpracticedsituationally.Theterm“situation”,therefore,isusedtoreplacedtheterm“OralApproach”.ThisthesistriedtodiscusstheapplicationoftheSituationalLanguageTeachinginjuniormiddleschoolEnglishteaching.
2.ThecognitionoftheSituationalLanguageTeaching
2.1Theoryoflanguage
ThetheoryoflanguageunderlyingSituationalLanguageTeachingcanbecharacterizedasatypeofBritish“structuralism.”Speechwasregardedasthebasisoflanguage,andstructurewasviewedasbeingattheheartofspeakingability.Palmer,Hornby,andotherBritishappliedlinguistshadpreparedpedagogicaldescriptionsofthebasicgrammaticalstructuresofEnglish,andtheseweretobefollowedindevelopingmethodology.“Wordorder,StructuralWords,thefewinflexionsofEnglish,andContentWords,willformthematerialofourteaching.”(Frisby.1957:
134).TheBritishtheoreticianshadadifferentfocustotheirversionofstructuralism-thenotionof“situation.”“OurprincipleclassroomactivityintheteachingofEnglishstructurewillbetheoralpracticeofstructures.ThisoralpracticeofcontrolledsentencepatternsshouldbegiveninsituationsdesignedtogivethegreatestamountofpracticeinEnglishspeechtothepupil.”(Pittman1963:
179)
ThetheorythatknowledgeofstructuresmustbelinkedtosituationsinwhichtheycouldbeusedgaveSituationalLanguageTeachingoneofitsdistinctivefeatures.ThismayhavereflectedthefunctionaltrendinBritishlinguisticssincethethirties.ManyBritishlinguistshademphasizedthecloserelationshipbetweenthestructureoflanguageandthecontextandsituationsinwhichlanguageisused.Britishlinguists,suchasJ.R.FirthandM.A.K.Halliday,developedpowerfulviewsoflanguageinwhichmeaning,context,andsituationweregivenaprominentplace:
“Theemphasisnowisonthedescriptionoflanguageactivityaspartofthewholecomplexofeventswhich,togetherwiththeparticipantsandrelevantobjects,makeupactualsituations”(Holliday,McIntosh,andStevens1964:
38).
2.2Theoryoflearning
ThetheoryoflearningunderlyingSituationalLanguageTeachingisatypeofbehavioristhabit-learningtheory.Itaddressesprimarilytheprocessesratherthantheconditionsoflearning.
LiketheDirectMethod,SituationalLanguageTeachingadoptsaninductiveapproachtotheteachingofgrammar.Themeaningofwordsorstructuresisnottobegiventhroughexplanationineitherthenativetongueorthetargetlanguagebutistobeinducedfromthewaytheformisusedinasituation.“Ifwegivethemeaningofanewword,eitherbytranslationintothehomelanguageorbyanequivalentinthesamelanguage,assoonasweintroduceit,weweakentheimpressionwhichthewordmakesonthemind.”(Billows1961:
28)Soexplanationisnotrecommended,andthelearnerisexpectedtodeducethemeaningofparticularstructureorvocabularyitemfromthesituationinwhichitispresented.Extendingstructuresandvocabularytonewsituationstakesplacebygeneralization.Thelearnerisexpectedtoapplythelanguagelearnedinaclassroomtosituationsoutsidetheclassroom.Thisishowchildlanguagelearningisbelievedtotakeplace,andthesameprocessesarethoughttooccurinsecondandforeignlanguagelearning,accordingtopractitionersofSituationalLanguageTeaching.
3.Teacher’srolesandlearner’srolesintheSituationalLanguageTeaching
3.1Theteacher’sroles
Theteacher’sfunctionisthreefoldintheSituationalLanguageTeaching.Inthepresentationstageofthelesson,theteacherservesasamodel,settingupsituationsinwhichtheneedforthetargetstructureiscreatedandthenmodelingthenewstructureforstudentstorepeat.Thentheteacher“becomesmoreliketheskillfulconductorofanorchestra,drawingthemusicoutoftheperformers”(Byrne1976:
2).Theteacherisrequiredtobeaskillfulmanipulator,usingquestions,commands,andothercuestoelicitcorrectsentencesfromthelearners.So,teacherjustlikesthedirectorofthetextbook.
Duringthepracticephaseofthelesson,studentsaregivenmoreofanopportunitytousethelanguageinlesscontrolledsituations,buttheteacheriseveronthelookoutforgrammaticalandstructuralerrorsthatcanformthebasisofsubsequentlessons.OrganizingreviewisaprimarytaskfortheteacheraccordingtoPittman(1963),whosummarizestheteacher’sresponsibilitiesasdealingwith
a.Timing;
b.Oralpractice,tosupportthetextbookstructures;
c.Revision[i.e.,review];
d.Adjustmenttospecialneedsofindividuals;
e.Testing;
f.Developinglanguageactivitiesotherthanthosearisingfromthetextbook.
Theteacherisessentialtothesuccessofthemethod,sincethetextbookisableonlytodescribeactivitiesfortheteachertocarryoutinclass.
3.2Thelearner’sroles
Intheinitialstagesoflearning,thelearnerisrequiredsimplytolistenandrepeatwhattheteachersaysandtorespondtoquestionsandcommands.Thelearnerhasnocontroloverthecontentoflearningandisoftenregardedaslikelytosuccumbtoundesirablebehaviorsunlessskillfullymanipulatedbytheteacher.Forexample,thelearnermightlapseintofaultygrammarorpronunciation,forgetwhathasbeentaught,orfailtorespondquicklyenough;incorrecthabitsaretobeavoidedatallcosts.Later,moreactiveparticipationisencouraged.Thisincludeslearnerinitiatingresponsesandaskingeachotherquestions,althoughteacher-controlledintroductionandpracticeofnewlanguageisstressedthroughout.
4.ThenecessityofapplicationoftheSituationalLanguageTeachinginjuniormiddleschoolEnglishteaching
Englishteachingactivityisaprocessinwhichtheteacherandstudentsexchangetheirthoughtsandknowledgeinclasses.Itisrelatedtolistening,speaking,readingandwriting.Iftheteacherdesignstheteachingwhichsuitsstudentsbestsoastostimulatetheirinterests,theywilllikelearning,bewillingtostudy,andinturngetgoodresultsinstudy.TheSituationLanguageTeachingcanhelpachievethegoal.
Firstly,theSituationalLanguageTeachingaccordswithjuniorstudents’psychologicalcharacteristicsandagecharacteristics.Asarule,juniorstudentshavestrongcuriosity,greatabilityofimitation,andactivenaturaldisposition.ButLanguagelearningiscomparativelydull.Iftheteacheronlyusesthesimpleteachingbetterinwhichtheteacherspeakandthestudentlisten,studentswilllosetheirinterestsofEnglishstudy.However,iftheteacheradoptstheSituationLanguageTeaching,studentswillfeelactiveandexcitedinclasses.Thisishelpfultoteaching.
Secondly,theSituationalLanguageTeachingcanstrengthenstudents'memory.Theformsofnewwordsandsentencepatternsaredemonstratedwithexamplesinsteadofgrammaticalexplanationordescription.Themeaningofnewwordsandsentencepatternsisnotconveyedthroughtranslation.Itismadeclearvisually.Whereverpossiblemodelsentencesarerelatedandtakenfromasinglesituation.Sostudentscanlearnthemeasilyandhaveadeepimpression.
Thirdly,theSituationalLanguageTeachingisofadvantagestodevelopstudents’abilityofthinking.Schooleducationshouldfocusonthecultivationofstudents’abilityofthinking.Sotheteachershouldputemphasisontrainingstudents’abilityofthinkingandbringouttheirenthusiasm.SituationLang
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