英语专业毕业论文交际教学法在初中生英语听力 教学中的应用.docx

英语专业毕业论文交际教学法在初中生英语听力 教学中的应用.docx

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英语专业毕业论文交际教学法在初中生英语听力教学中的应用

本科毕业论文

题目：

交际教学法在初中生英语听力

教学中的应用

学院名称：

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指导教师：

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AStudyontheApplicationoftheCommunicativeApproachinTeachingListeninginJuniorMiddleSchool

By

ZhangHaixian

AThesisPresentedtoSchoolofForeignStudiesof

WeinanNormalUniversity

InPartialFulfillmentoftheRequirements

fortheDegreeof

BachelorofArts

May22,2015

Class:

Class1of2013

Advisor:

WangWeigang

交际教学法在初中生英语听力教学中的应用

摘要：

听力在语言学习的过程中非常重要，通常作为输入和接受技能应当给予特别的关注。

它可以提高学习者对语言学习的兴趣和热情。

此外，听力也有利于发展学生学习其他技能，尤其是口语。

然而，尽管听力已经引起了很大的关注，但不可否认的是，听力的结果却不及其他三项技能那么令人满意。

在目前的听力教学中，教师倾向于为学习者提供更多的语言知识结构和语法知识结构却忽略了信息的理解。

大多数英语学习者花费大量的时间，结果却不尽人意。

由于他们听不懂别人所说的话，以至于往往不能作出准确的反应。

而交际教学法（CA），旨在培养学生的综合语言语用能力，在很大程度上可以解决这一问题。

通过交际法，使学习者对语言学习有一个正确的态度，并能自如地表达自己。

因此，在语言学习过程中应重视采用交际法来提高学习者的交际能力。

本文将主要关注交际教学法在初中生英语听力教学中的应用，希望可以借此来解决中学生听力能力低下的这一问题，帮助学生培养正确的听力习惯，最终达到培养学生综合运用语言的能力。

关键词：

交际教学法，初中听力，应用

AStudyontheApplicationoftheCommunicativeApproachinTeachingListeninginJuniorMiddleSchool

Abstract:

Listening,asoneofthefourskillsoflanguagelearning,isofgreatimportancetolanguagelearning,whichisoftentakenastheinputandreceptiveskillandgivenspecialattentionsinlanguagelearning.Itcanincreasethestudents’interestandpassioninstudyinglanguage.Inaddition,listeningcanalsobeveryusefulfordevelopingotherskillsinlearning,especiallyinspeaking.However,althoughlisteninghascausedgreatattention,thereisnodenythattheresultsoflisteningarenotsosatisfactoryastheotherthreeskills.Teachersinclinetogivemoreknowledgeoflanguagesuchasstructuralitemsandgrammaticalitemsinteachinglistening,andmostEnglishlearnersspendmuchtimeinimprovingtheirlistening,butendupingreatdisappointment.Theycan’tlistenclearlywhattheotherssayandoftenfailtomakeanaccurateresponsetowhattheotherssay.

TheCommunicativeApproach（CA）,whichaimsatdevelopinglearners’abilitytouselanguageappropriatelyandfluently,cansolvethisproblemtoalargerextent.ThroughCA,studentscanhaveacorrectattitudetowardslanguagelearning,andcanexpressthemselvesfreely.Therefore,itisnecessarytoadoptCAinlanguagestudytoimprovetheircommunicativecompetence.ThispaperwillmainlyfocusonhowtoapplyCommunicativeApproachtoteachlisteninginJuniorMiddleSchool.

Keywords:

thecommunicativeapproach（CA）;teachinglisteninginjuniormiddleschool;application

TableofContents

Ⅰ.Introduction1

A.TheCommunicativeApproachanditsAdvantages1

B.TheCurrentSituationofListeninginJuniorMiddleSchools3

1.ProblemsofTeachers3

2.ProblemsofStudents3

3.TheAimandSignificanceofthePaper4

C.TheImplicationofCommunicativeApproachtoEnglishTeachingandLearninginListening4

Ⅱ.TheStudyofCommunicativeApproachinListeninginJuniorMiddleSchool5

A.TheFeasibilityofCommunicativeApproachinTeachingListeninginJuniorMiddleSchool5

B.TheModelsforTeachingListeninginJuniorMiddleSchool6

C.TheCharacteristicsandAdvantagesofCommunicativeApproachintheNewTeachingModel8

D.NotesandSuggestions8

Ⅲ.ARealTeachingCaseStudyoftheNewListeningModelinJuniorMiddleSchool9

A.DescriptionoftheExperiment9

B.DetailsoftheNewTeachingModel10

C.FeedbackoftheSampleLesson14

Ⅳ.Conclusion15

Ⅰ.Introduction

A.TheCommunicativeApproachanditsAdvantages

TheCommunicativeApproach（CA）,canalsobecalledTheCommunicativeLanguageTeaching（CLT）,whichisanapproachtoforeignorsecondlanguageteaching,andstressescultivatinglearners’communicativecompetenceasthegoaloflanguagelearning.Theterm“communicativecompetence”whichwasfirstmentionedbyHymes（1972）,mainlycontainsgrammaticalcompetence,sociallinguisticcompetence,discoursecompetence,andstrategiccompetence.Itpaysmoreattentiontousingthelanguageratherthanlearningtherulesofthelanguage.AsLittlewood（1981）notedthatoneofthemostcharacteristicfeaturesofCAwasthatitpaidsystematicattentiontofunctionalaswellasstructuralaspectsoflanguage.Widdowson（1979）describedtheCommunicativeApproachtolanguageteachingas,

“Ingeneral,wemightcharacterizetheCommunicativeApproachasonewhichcombinessituationalpresentationwithstructuralpractice.Languageitemsarepresentedinsituationintheclassroomtoensurethattheirmeaningisclear,andthenpracticedasformalstructuresbymeansofexercisesofsufficientnumberstoestablishthestructuresinthelearner’smemory…”

AccordingtoBrown（2001）,thedefinitionoftheCAincludesfourcharacteristics:

（1）.Classroomgoalsarefocusedonallthecomponentsofcommunicativecompetenceandnotrestrictedtogrammaticalorlinguisticcompetence.

（2）.Languagetechniquesaredesignedtoengagelearnersinthepragmatic,authentic,functionaluseoflanguageformeaningfulpurposes.Organizationallanguageformsarenotthecentralfocus,butratheraspectsoflanguagethatenablethelearnertoaccomplishthosepurposes.

（3）.Accuracyissecondarytoconveyamessage.Attimesfluencyshouldbeattachedmoreimportancethanaccuracyinordertokeeplearnersmeaningfullyengagedinlanguageuse.Theultimatecriterionforcommunicativesuccessistheactualtransmissionandreceivingofintendedmeaning.

（4）.Inthecommunicativeclassroom,thestudentsultimatelyhavetousethelanguage,productivelyandreceptively,inunrehearsedcontexts.

Finocchario&Brumfit（1983）summarizetheprinciplesasfollows:

（1）.Teachingislearner-centeredandresponsivetothestudents’needsandinterests;

（2）.Thetargetlanguageisacquiredthroughinteractivecommunicativeusethatencouragesthenegotiationsofmeaning;

（3）.Genuinelymeaningfullanguageuseisemphasized,alongwithunpredictability,risk-taking,andchoice-making;

（4）.Theformalpropertiesoflanguagearenevertreatedinisolationfromuse;languageformsarealwaysaddressedwithinacommunicativecontext;

（5）.Thereisexposuretoexamplesofauthenticlanguagefromthetargetlanguagecommunity;

（6）.Thestudentsareencouragedtodiscovertheformsandstructuresoflanguageforthemselves;

（7）.Thereisawhole-languageapproachinwhichthefourtraditionallanguageskillsareintegrated.

Accordingtoitsfeaturesandprinciples,CAhasobviouslysomeadvantagesinlanguagelearningandteaching.

（1）.Learninglanguageduringthecommunicationwithothers,whichcanbehelpfultoarousestudents’learninginterest,theirinitiativeandinteraction;

（2）.Itcanhelpstudentsrealizethatlanguagelearningarenotonlytheaccumulationofknowledgebutalsothedevelopmentofqualityandskills,andfinally,improvetheirlanguagecommunicativecompetence;

（3）.Ithelpstochangestudents’rolesandone-wayteachingmodelofthetraditionallanguageteachingandlearning.

B.TheCurrentSituationofListeninginJuniorMiddleSchools

1.ProblemsofTeachers

Mostteachershavelittlesocial-linguisticknowledge（thetypeofknowledgefocusingontheappropriateuseoflanguageincontext）,which,leadstoinappropriateteaching.Itlastedmanyyearsthatthemosturgentdesireforjuniormiddleschoolstudentsistobeadmittedtoagoodhighschool,sobothteachersandstudentsfocusmuchoftheirattentiononmasteringmoreknowledgeandtheusageofEnglishinsteadofusingitinpracticalandrealsituation.Thetraditionalteachingmethodhasbeenusedeverywhere,whichisfeaturedasteacher-centered,examination-oriented,grammar-based,vocabulary-basedclassroomteachingandlearning.Mostteachersareveryexperiencedinexplaininggrammarrules,andwordsindetails,whilethosestudentsjusttakedownnotespassivelyasbeingtoldandkeepthemintheirhearts.Fewopportunitieshavebeengiventothestudentsformeaningfulpractice.Asaresult,studentsaregoodattheusageofgrammarrulesandwords,butweakinusingtheminrealcommunication,whichisfarawayfromthegoalofEnglishlearningandteaching.

2.ProblemsofStudents

MoststudentsinjuniormiddleschoollackmotivationinlearningEnglish.ThepurposeforstudentstostudyEnglishissimplybecauseitisoneofthemajorcoursesforentranceexaminationinthecurriculum.Iftheyfailinthissubject,theywillfailtomeettherequirementsforschool.ThatistosaymostofstudentslackintrinsicmotivationtopracticetheirEnglish.TheydependontoomuchontheextrinsicmotivationtolearnEnglish.Theyfocustoomuchonthescoreofexamination,beingafraidoffailures.Manystudentsjustfollowtheteachers’directionswithnocleargoalsintheirownminds.Tosomeextent,theythemselvesevendon’tknowwhattheultimategoaloflearningEnglishis.ThepurposeforlearningEnglishistobeadmittedintoahigherschool.Asaresult,itisofnosurprisethattheirabilityinEnglishisratherpoorandweak.

3.TheAimandSignificanceofthePaper

Basedonthecurrentsituation,thispapermainlyaimstosolvethecurrentproblemsappearinginteachinglisteninginjuniormiddleschoolbytheuseofCA,andatthesametime,makeasimplestudyofthespecificwaysofhowtouseCAinlisteningclass.Currently,moststudiesmadebytheotherresearchersfocustheireyesonthewholeEnglishlearningwithsomegeneralrulesormacro-guidanceofCAinmiddleschool.Fewstudiesaremadeonthedetailedstepsofteachingandlearningexceptthatseveralstudiesonimprovingstudents’oralEnglish.

Therefore,withthehelpofCA,thepaperwillconcentrateonchangingthecurrentlisteningsituationinmiddles