本科毕业设计浅析英语交际法教学及其运用.docx
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本科毕业设计浅析英语交际法教学及其运用.docx
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本科毕业设计浅析英语交际法教学及其运用
Abstract
Communicativelanguageteachingshouldmakethelanguagecontentasthecenterofteaching,ratherthanlanguagestructure.Andfosteringstudents’communicativecompetenceisitsmaingoal.Teachersarenolongerthemastersoftheclassroom,butplaytheroleofthemulti-identity.Throughexploringthefeaturesandprinciplesofcommunicativelanguageteachingdeeply,adoptingcreativemethodsreasonablyandthelanguagemodelwhichmixesthesemanticsandpragmaticsinareal-lifesituation,wecanfullymobilizietheenthusiasmandinitiativeofstudents.Bydoingsowecanenablestudentstotrulybecomealearningcenter,therebypromotingstudents’abilitiesofcommunication.
Keywords:
CommunicativeLanguageTeaching;featuresandprinciples;promotingcommunicativecompetences
中文摘要
交际法教学认为语言教学应该以教话语内容为中心,而不是以语言结构为中心,主要以培养学生的交际能力为目标。
教师不再是课堂中的主宰,起到的是多层身份的作用,并通过深入探究交际法教学的特点和原则,合理地采取创造性的方法和以语义和语用融合于真实情境之中语言模式,充分调动学生的学习积极性和主动性,使学生真正成为课内、外教学活动的中心,从而促进学生交际能力的培养。
关键词:
交际法教学;特点和原则;交际能力的培养
1.Introduction
1.1Introduction
Inthetwenty-firstcentury,Chinaplaysanincreasinglyactiveroleinthefieldsofeconomy,cultureandpolityontheglobalscale,leadinguscontinuetomovetowardtheforefrontoftheglobalstage,withthestrengthoffriendshipandwisdomoftheChinesepeopletoshowagoodimage.Inthiscase,languagehasbecomeanimportantcommunicationtool,takinguptheirreplaceablehistoricmission.TheapplicationofawiderangeofEnglishbroughttheirinternationalstatusofthelanguagemakestheteachingofEnglishbecamethehighestattendanceofthekeywordsintheeducationsector.ThepurposeoftheteachingofEnglishlanguageistrainingthestudents’languageproficiency(Thecompetenceisinarealscenariointheuseofaforeignlanguageforlistening,speaking,reading,writingandsharingofinformationandthoughts,andfeelings),tryingtobringoutthe"capacity-type"humancapital.Soitisthemosteye-catchingteaching,justforenhancingtheabilitytoincreaseitsbetterlanguagepractice,providinglanguagematerials,enteringtheculturalinformation.Anditwilllaythefoundationofapplicationoflanguageskillstomeetthesocialneedsofrealwork.Ithasarichideologicalconnotationoflanguageteaching,andtheteachinghaveexperiencedthetestofpracticeinmanycountries,formattinganunprecedentedglobalizationofforeignlanguageteachingmovement.
2.LiteratureReview
2.1ThetheoryanditsstatusofCLT
2.1.1ForeignStudiesonCLT
CommunicativelanguageteachingisbasedonthetheoryofcommunicativecompetenceproposedbytheUnitedStateslinguistHymensDinthe1879s.Itsprogrammerisfunctionoflanguage,inordertocultivatelearningcommunicativecompetence,designedtoimprovethelearner'slanguagethroughlanguagecommunicativecompetence.Thatiscommunicativecompetenceshouldnotonlyhavethelanguageknowledge,butalsohastheabilitytouselanguage,withparticularattentiontotheappropriatenessoflanguageuse.ThetermcommunicativecompetenceisusedincontrasttoNoamChomsky’stermlinguistcompetence,whichisunderstoodasthetacitknowledgeoflanguagestructureandtheabilitytousethisknowledgetounderstandandproducelanguage.ForChomsky,competencesimplymeansknowledgeofthelanguagesystem:
inotherwordsisgrammaticalknowledge.However,ifwelookathowlanguageisusedinrealcommunication,wehavetoacceptthatreallanguageuseinvolvesfarmorethanknowledgeandabilityforgrammaticality.InHymen’swords,thereare“rulesofusewithoutwhichtherulesofgrammarwouldbeuseless,”whichsimplymeans,besidesgrammaticalrules,languageuseisgovernedbyrulesofuse,whichensurethatthedesiredorintendedfunctionsareperformedandthelanguageusedisappropriatetothecontext.
Inthe1980s,CanadianscholarCanalandSwainhaveafurtherdevelopmentinthetheoryofHymen’scommunicativecompetence,whichtheircommunicativecompetencetheoriesinclude:
(1)grammaticalcompetence
(2)sociolinguisticcompetence
(2)sociolinguisticcompetence(3)discoursecompetence(4)strategiccompetence.Intheearly1990’sAmericanscholarBachmanputforwardthetheoryofcommunicativelanguageability.Histheoryismorecomprehensive,moresystematic,andmorepractical.Hebelievesthatcommunicativelanguagecompetenceconsistsofthreeparts:
languageskills(specificlanguageknowledge),strategiccompetence(mentalabilitywhichuseofavarietyoflinguisticknowledgeinthecommunication),andpsycho-physiologicalmechanism(theneuralandpsychologicalprocesswhichinvolvedintheprocessoflanguagecommunication).
2.1.2DomesticStudiesonCLT
Inrecentyears,educationalinnovationsinEnglisheducationhavereceivedconsiderableattentioninChina.Inthelate1970sandinearly1980s,CommunicativeLanguageTeaching(CLT)asaninnovativeteachingmethodhasbeenacceptedinChinaasavalidandindeedrecommendedapproachtoteachingEnglish.AdministersofeducationaldepartmentsaretryingtheireffortstoprovideopportunitiesforEnglishteachers’trainingandretraining.Asaresultofthistraining,manyteachershavecometorealizethatEnglishteachingisnotequaltothegrammarteaching.Thetraditionalgrammar-basedexaminationsarebeingchangedtobetterformsinCLT.SpokenEnglishtesthavebeenalreadyaddedtoCET4testforthestudentswhocanscorehigh.However,theanticipatedlevelshavenotbeenachievedasdesigned.LanguagescholarsactivelyexploretheproblemwhichisexistinginprocessofapplyingthecommunicativelanguageteachinginChina.Fromthedatathusobtained,itisbelievedthattherearevariouscharacteristicsintheapplicationofthisapproachinChina:
Theteachers’traininginCLTissoinadequatethattheydonothavesufficientconfidenceintheirownproficiencytoputitinpracticeintheclassroom.Theyadheretothetraditionalteacher’srole,whichdrawsonateacher-centeredteachingmethod.SoeventhroughthecontentofthetextbooksandthecoursedesigninthecollegeEnglishteachingbecomesmoreandmorecommunicative,theteachersstillpaymoreattentiontogrammarteaching.Studentshavelittlechanceandlittletimetodothegroupworkintheclasses.What’smore,anoverlyrigidexaminationsystem,failingtoteststudents’communicativecompetence,isafurtherbarriertotheproperapplicationofCLT.
2.2Summary
Inotherwords,communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.Communicativecompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.Intheearlyeighties,thisideaofcommunicativelanguageteachingbecametheaggregationofnewideasandnewmethodsoftheforeignlanguageteaching.Moreandmorelanguageteachersrecognizethattheprocessofforeignlanguageteachingistheprocessofacquiringlanguagecommunicativecompetence.Therelationshipbetweenlanguageandcommunicativeisinterdependent.Thecoreofcommunicativelanguageteachingis:
theprocessofteachingistheprocessofcommunication,studentsneedtomasterthelanguageskills,languageknowledge,anddifferentcultureinthecommunication.
3.NewInterpretation
3.1Introduction
TherearemanyteachingmethodsinEnglisheducation,whilecommunicativelanguageteachingcanberegardedasthegreatestteachingmethods.ThereasonisthatCLTalwaysraisingthequalityofEnglishteachingeffectivelytomeettheactualneedsofstudents,butalsothecharacteristicsandprinciplesofcommunicativeteachingisunique,andcantrulyimprovestudents’oralcommunicativecompetence.
3.2AimofCLT
Theultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorinlifewhennecessary.Thentheteachersneedtodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituation.
3.3ReasonsofusingCLT
Allthethingswedojustforgoodeffect.
Goodwaymeansgoodeffect.
Gettingstudentstohaveafreediscussiongivesthemachancetorehearsehavingdiscussionsoutsidetheclassroom.Havingthemtakepartinarole-playatanairportcheck-indeskallowsthemtorehearsesuchareal-lifeeventinthesafetyoftheclassroom.Thisisnotthesameaspracticeinwhichmoredetailedstudytakesplace;insteaditisawayforstudentsto‘getthefeeling’ofwhatcommunicatingintheforeignlanguagereallyfeelslike.
Goodwaywantsgoodfeedback.
Speakingtaskswherestudentsaretryingtouseallandanylanguagetheyknowprovidesfeedbackforbothteachersandstudents.Teacherscanseehowwelltheirclassisdoingandwhatlanguageproblemstheyarehaving(thatisagoodreasonfor‘boomerang’lessons);studentscanalsoseehoweasytheyfindaparticularkindofspeakingandwhattheyneedtodotoimprove.Speakingactivitiescangivethemenormousconfidenceandsatisfaction,andwithsensitiveteacherguidancecanencouragethemintofurtherstudy.
Goodwayneedsgoodmotivation.
Goodspeakingactivitiescanandshouldbehighlymotivating.Ifallthestudentsareparticipatingfullyandiftheteacherhassetuptheactivityproperlyandcanthengivesympatheticandusefulfeedback,theywillgettremendoussatisfactionfromit.Manyspeakingtasks(role-playing,discussion,problem-solvingetc)areintrinsicallyenjoyableinthemselves.
3.4ThefeatureandprinciplesofCLT
3.4.1CLTemphasizesteachingshouldbealearner-basedteaching
Themainfeatureofcommunicativelanguageteachingislearner-basedteachingwhichfocusth
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