Effective Ways of Teaching Spoken English25.docx
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Effective Ways of Teaching Spoken English25.docx
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EffectiveWaysofTeachingSpokenEnglish25
EffectiveWaysofTeachingSpokenEnglish
Abstract:
Oralinstructionnowbecomesthemajorconcernofmanypedagogyapproaches,amongwhichtheCommunicativeTeachingApproach(CLT)andtheTask-basedLearning(TBL)arethemosttypicalones,whichaimsatachievingthecommunicativegoalofthelanguageandhelpingstudentsbecomecommunicativelycompetent.TherearemanytechniquesorwaysbasedontheprincipleofCLTandTBL.ThepurposeofthisthesisistolookintothedifferenttechniquesofteachingspokenEnglishinordertofindouttheeffectivewaysforChineselearners.Thewritermainlyfocusesonthecommunicativeuseofthreetechniques:
discussion,role-playandcommunicationgames.Shediscusseseachtechniqueindetailandprovidesguidelinesandexamplestoillustratehowtousetheminrealteaching.Shehasalsosuggestedseveralkindsoftasksassupport.Afterageneralreviewontheircontributiontocommunicativecompetence,thewritercomestotheconclusionthatthesecommunicativetasksshouldbeveryeffectiveinteachingspokenEnglishsincetheyenablestudentstolearntocommunicatethroughcommunicatinginreal-lifetasks.TheyshouldbeveryeffectivewhenappliedinChineseclassroom.Hopefully,mythesiswillprovidesomegoodideasfororalEnglishinstructioninChina.
Keyword:
CommunicativeTeachingApproachTask-basedlearningspokenEnglishinstruction
教授口语有效方法探讨
摘要:
口语教学已经成为了众多教学法关注的中心,其中交际法和任务法是两个最为典型的例子。
他们的教学目标是实现语言的交际目的,帮助学生提高语言的交际能力。
在交际法和任务法的基本原理下有一系列常用的教学方法,这篇论文的目的便是探讨各种口语教学方法并找出适合中国学生的教学方法。
笔者主要讨论了对三种教学方法——小组讨论,角色扮演和交际性游戏的交际性应用。
并对每种教学方法进行了仔细的分析讨论,针对如何应用于实际教学提出了一些指导原则和具体实例。
笔者同时也提供了几种任务来支持以上原理。
通过对这些教学方法和任务的效用进行了简单的分析,笔者得出:
交际性任务是口语教学中一种极为有效的方法。
在交际性任务中,学生可以亲身体验类似现实生活中的交际场景,通过交际来学习交际。
因而十分适用于中国课堂。
希望这篇文章可以为我国的口语教学提供一些帮助。
关键词:
交际法任务法口语教学
1.Introduction
Speakingisthemostbasicmeansofhumancommunication.Almosteverylanguageintheworldbeginswithaspokenformbutnotawrittenone.Additionally,whenachildbeginstolearnhismotherlanguage,heisexposedtoanaturalenvironmentofhismotherlanguageandabletospeakfarearlierthanabletowrite.
Duetotheimportanceoftheskillofspeaking,oralinstructionnowbecomesthemajorconcernofmanypedagogyapproaches,amongwhichtheCommunicativeTeachingApproachandtheTask-basedApproacharethemosttypicalones.Whiletheoldortraditionalapproachespaymoreattentiontotheskillsofwritingandreading,thecommunicativeapproachandtask-basedlearningfocusmainlyonthedevelopmentofcommunicativeoralskills.Wang(2004)mentionsinIntroductiontoTESOLMethodologythatthegoalofteachingspeakingingeneralisfororalcommunicationandforhelpinglearnerstobecomecommunicativelycompetent.
However,learningtospeakcompetentlyisacomplextaskespeciallyinChina.First,learnersareexposedtoanEFL(EnglishasaForeignLanguage)environmentandcontinuetospeakChineseafterclass;theythereforelacktheenvironmenttopracticewhattheyhavelearntintheclassroom.Second,classesinChinaareusuallytoobigforeveryonetogetchancestospeakinclass.Finally,itiseasytonoticethatteachersinChinaalwayspaymoreattentiontoaccuracythanfluency.Theytendtocorrectthemistakesstudentsmadeaboutgrammarorstructuresanditwillmoreorlessfrustratestudents,thusmakingthemmorereluctanttospeakinthefuture.
TohelpstudentsgetgoodmasteryofrealspokenEnglishandachievethecommunicativegoalofthelanguage,CommunicativeLanguageTeaching(CLT),withitsfocusinlanguageteachingoncommunicativeproficiencyratherthanonthemeremasteryofthestructure,hasbecomeratherpopularinEnglishlanguageteaching,andespeciallyintheoralEnglishinstruction.Meanwhile,Task-basedLearning(TBL),whichpresentsstudentswithataskinsteadoflanguagestructures,providesstudentsvariedexposuretolanguagesandchancestopracticespeakinginreal-lifeactivities.TherearevariouskindsoftaskinTBL,ifwepresentstudentswithsomecommunicativetasktoperforminoralclass,itshouldbeveryeffectivefortheimprovementoftheirspokenEnglish.
ThepurposeofthisthesisistoreviewtheresearchesintothewaysortechniquesinteachingspokenEnglishbasedontheprincipleofCLTandTBLandtrytofindouttheeffectivewaysthatcanbeappliedtoteachingspokenEnglishinChinesecontext.Foreachkindoftechnique,Iwillsuggestsomeeffectiveactivities.Hopefully,mythesiswillprovidesomegoodideasfororalEnglishinstructioninChina.
2.LiteratureReview
2.1CLTandtask-basedapproaches
ThedevelopmentofCommunicativeLanguageTeaching(CLT)datesbackto1970s,basedonthetheoryofBritishfunctionallinguists,whomaintaintheimportanceofthecontextofsituationinunderstandalanguageandAmericanlinguists,whoproposethetermcommunicativecompetencetorepresenttheabilitytouselanguageappropriately,asWang(2004)pointsoutinherworks.People’sfocusonlanguagelearningshiftedfromlanguagestructurestoitsuseasacommunicativevehicletoconveyinformation.Therefore,CLTwasbornasanewapproachtopromotethedevelopmentofcommunicativeabilities.
AccordingtoHughes(2002),thecommunicativeapproachaimsatfosteringthedevelopmentoflearner’scommunicativecompetence,whichisidentifiedinthestudyofCanaleandSwain(1980)fromfourdimensions,i.e.grammaticalcompetence,discoursecompetence,social-culturalcompetenceandstrategiccompetence.Hughes(2002)alsopointsoutthefollowingcharacteristicsofCLT:
(1)placeahighvalueonlanguageinuse,
(2)regarderrorsasanaturalpartoftheprogressiontowardsagreaterunderstandingoftargetlanguage,(3)linkteachingmethodologiestoappropriatecommunicativetasks,(4)tendtofavorinductive,studentscenteredroutesandputlearnersatthecenterofthelearningprocedure.
Task-basedLearning(TBL),whichisakindofresponsestotheabovefundamentaltenets,becomesquitepopularnow.AscitedinThepracticeofEnglishlanguageteaching(Hedge,2001),theTBLwasgreatlypopularizedbyNPrabhu(1987),who,workingwithschoolsinSouthernIndia,speculatedthatstudentswerejustaslikelytolearnlanguageiftheywerethinkingaboutnon-linguisticproblemaswhentheyareconcentratingonparticularlanguageforms.InTask-basedlearning,studentsarealwayspresentedwithatasktheyhavetoperformoraproblemtosolveandthefocusofthelessonisthetask,butnottheform.DifferentfromPPP(Presentation,Practice,andProduction),Task-basedlearningislikeaPPPupsidedown.Studentsaregivenatasktoperformandonlywhenthetaskhasbeencompleteddoestheteacherdiscussthelanguagethatwasusedandmakecorrectionsandadjustment.Therefore,ataskcanbedividedintothreesteps:
pre-task,taskcycleandlanguagefocus.Inthepre-task,teachersexplorethetopicwiththeclass,helpingstudentstounderstandtaskinstructions.Studentsmayheararecordingotherpeopledoingthesametask.Duringthetaskcycle,studentsperformthetaskinsmallgroupswhileteachersmonitorsfromadistance.Theythenreportonthetasktotelltherestofclasswhathashappened.Atlaststage,studentsexamineanddiscussanyspecificfeaturesofanysupporttexttheyhavereferredtoforthetaskandteachersmayconductsomeformofpracticeofspecificlanguagefeatureswhichthetaskprovokes(Harmer,2001).ThereareevidentlymanyadvantagesaccordingtoRichardFrost,fromaverypopularlanguageteachingwebsiteteachingEnglish(http:
//www.teachingenglish.org.uk/think/methodology/task_based.shtml):
(1)studentsarefreeoflanguagecontrol.
(2)Anaturalcontextisdevelopedfromthestudents'experienceswiththelanguagethatispersonalizedandrelevanttothem.(3)Thelanguageexploredarisesfromthestudents'needs.(4)Itisastrongcommunicativeapproachwherestudentsspendalotoftimecommunicating.(5)Itisenjoyableandmotivating.
Fromabovereview,wecanfindoutthatbothCLTandTBLcaremuchaboutthecommunicativeandoralabilityofstudents.ThereareafewissueswhichareofhighlyimportanceinlearningspokenEnglish.OneisabouttheinputhypothesisofKrashen(1985),whichpointsoutthatthereisaneedformeaningfulinputwhichwillengagelearnersinworkingwithlanguageatalevelwhichisslightlyabovetheircompetence.Hedge(2002)interpreted“meaningful”as“relevantandtopicaltolearnersandtheirinterest”or“realistic”.Soacomparablereal-worldtask,whichisanaturalpartofTLB,willbeveryusefultolanguagelearners,especiallyinoralEnglishlearningandteachersshouldprovidestudentstopicsthatareinterestingtostudentsandalsosuitableforacquisition.Anotherissuecomestotheroleofstudentsinactivities.AccordingtoWang(2004),studentsarethecenteroftheclassroom.Theyshouldactivelymanagethelearningactivitiesandlearntocommunicatethroughcommunicating.Beside,sincecommunicativeapproachpaysmoreattentiontofluencythanaccuracy,errorsareanaturalpartoflanguagedevelopmentandshouldbetolerated.Teachersshouldnotinterveneinactivitiestocorrectthemistakesmadebystudentsingrammar,structuresorpronunciations.TeachersinCLTclassroomshouldeitherbeafacilitatorhelpingparticipantsgetwellthroughcommunicationoractasanindependentparticipant(Richards&Roger,1986).
2.2Factorspromotinggoodcommunicativetasks
AsIhavementionedabove,CLTmainlyfocusesonthedevelopmentoffluencyratherthanaccuracy.Brumfit(1984)arguesthatfluencyactivitiesdevelopapatternoflanguageinteractionwithintheclassroomwhichisascloseaspossibletothatusedbycompetentper
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