Communicative Approach in English Teaching.docx
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CommunicativeApproachinEnglishTeaching
CommunicativeApproachinEnglishTeaching
Outline
I.ProblemsinthepresentEnglishteachingandcausesoftheseproblems
II.Introducethecommunicativeapproach
1.Thedefinitionofcommunicativeapproach
2.Twoprinciplesofcommunicativeapproach
(1)Createarealisticsituation
(2)Theclassshouldbestudents-centered
III.Adoptcommunicativeapproachtoimprovestudents’abilitytolistenandspeak,andachievethegoalofEnglishteaching
1.Threestagesincommunicativeteaching
2.Communicativeactivitiesinclass
3.AchievethegoalofEnglishteachingthroughcommunicativeapproach
IV.Conclusion
Abstract
Languageisameansofcommunication.Althoughitisnottheonlyformofcommunicationamonghumanbeings,itiscertainlythemostimportant.Englishteachingistoteachthestudentshowtocommunicatewitheachother,totrainthestudents’goodandcompletelanguageability-------toexpresstheirideascorrectlyandtoeasilyadjustthemselvestoeverykindofsocialsituation.Englishteachingisacaseinpoint.ThispaperistodiscusssomeproblemsofpresentEnglishteachingapproach,tostatetheprinciplesandadvantagesofcommunicativeapproach,andtogivesomeadviceonhowtomaketheEnglishclassmorecommunicativeandimprovethestudents’abilityoflisteningandspeaking.
KEYWORDS:
communicativeapproachtheabilityoflisteningandspeakingsimulation
communicativeactivities
摘要
语言是交流的工具,尽管语言不是人类交流的唯一方式,但它却是人类交流量重要的一种方式英语教学旨在教会学生如何进行交际,培养学生良好的完整的语言能力------正确表达自己的思想和适应社会的需求.英语教学至关重要.本文论述了目前英语教学中存在的一些问题,阐述了交际教学法的基本原则和优点,以及如何适应英语教学课堂更加交际化,提高学生的听说能力.
关键词:
交际法听说能力交际活动情景
CommunicativeApproachinEnglishTeaching
I.PorblemsinthepresentEnglishteachingandcausesoftheseproblems
Aspresent,Englishteachingreformhasbeencarriedoutinschools,someteachingreformhasbeensucceeded,buttherearestillsomeproblemsinEnglishteaching.ThestudentswhohavehadseveralyearsoftraininginEnglisharestillunabletoactuallyusethelanguage.Actually,manyteachersignoretheimportanceofthestudents’abilityoflisteningandspeaking.Nowtheteachershavebeenfacedwiththeproblemofimprovingthestudents’abilityoflisteningandspeaking.
Englishteachingreformiscarriedoutonanational-widescale,howdoweevaluateit?
Mostofheadmastersandteachersonlypayattentiontothemarksoftheentranceexamination.Itseemsthatsomestudentshavegothighmarksinexamination,buttheirlisteningandspeakingareverypoor,theycan’tcommunicatewithwhattheyhavelearned.
II.Introducethecommunicativeapproach
1.Thedefinitionofcommunicativeapproach
Communicativeapproachreferstothetheoryofteachingaccordingtotheprinciplethatthestudentsandteachersshouldgenuinelycommunicatewitheachotherusingthetargetlanguage.
2.Twoprinciplesofcommunicativeapproach
Amongthenumerousprinciplesofcommunicativeapproach,therearetwopiecesofprinciples,whicharemoreimportantinChina’sEnglishteaching.
2.1Createmorerealisticsituation
Thecurrentteachingmethodsdon’temphasizetherealworldsituationsandfailtocultivatestudents’spontaneity.Artificialconventionsandmechanicalquestion-and-answersequencesfallshortoftheflexible,spontaneouskindofcommunicativeinteractionrequiredforperformingataskwiththecontextofsituationrelevanttotherealworld.
Themostobviousadvantageofthesekindtechniquesisthatitputsthelearnersinrealisticsituations.Bysimulatingthephysicalcircumstancesofcertainsituations,thestudentscanhavetheopportunitytouseandtopractisethesortoflanguage,particularlythevocabularyrelatedtothatsituation,sothatlearnersarerehearsedforreallife.Inaddition,theycanexpresswhattheywanttosaywheneverthesituationcallsforit.
2.2Theclassshouldbestudents-centered
Thefocusofclassroomshouldbeshiftedfromtheteachertostudents.ThepresentteachinginChina,theclassisjustmainlyteacher-centered.
Theteacherdoesmostthetalkingandalwayshasthewholeclassunderhisstrictcontrolbylecturing,questioning,correctingstudentsandoftensupplyingcorrectanswerstotheexercises.Insuchaclass,theteacherisobviouslythemostauthoritativeperson.
Theclassshouldbelearners-centered.Communicativeapproachmakeslearnerstobethemselvesandrequirestheclassroominstructortoplayasecondaryrole,tryingtokeepfocusonthestudentsnotonhimselfandencouragingstudentstocommunicateamongthemselves.Theteachershouldallowfullscopeforhisstudents’spontaneouslearningprocessandgivemoreopportunitiesforthestudentstotalk,performandexpresstheirownideas.Inthisway,thestudentswillnolongerfeelinferior.Gradually,theywillformapositiveattitudetowardEnglishstudying.Thisrelationshipwillcontributefavorablytoeffectivelearning.Itistosaythatthestudentsarethemainpartincommunication,whiletheteacherhelpsthestudentstocommunicate.Theroleandrelationshipbetweentheteacherandstudentsarefixedbythestudents-centeredprinciple.
Thesetwopiecesofprinciple,ofcourse,willnotsolvealltheproblems,forcommunicationteachingdoesnotonlyinvolvemethodsandtechniquesbutalsomaterialdevelopment,testing,classorganizationandpossiblytheretrainingofthestaff.T
TheaimofteachingEnglishistodevelopthestudent’sabilityofusinglanguagecommunicativeability.Wesaytheprocessofteachingistheprocessofcommunication,soEnglishteachingshouldusethecommunicativeapproach.
III.Adoptcommunicativeapproachtoimprovestudents’abilitytolistenandspeaking
1.Threestagesofcommunicativeteaching
Communicativeapproachisagoodwaytoimprovethestudents’abilityoflisteningandspeaking,anditisthoughthighlybymoreandmorepeople.Communicativeteachingisaverycomplexprocess.Theteachercandividethestudents’learningintothreestages:
Inthefirststage,theteacherisasortofinformation---heselectsmaterialtobelearntandpresentsitsothatthestudentscanunderstanditandrememberitasclearlyaspossible.Thestudentsmaydolittletalkingbuttheyshouldbynomeansbepassive.
Thesecondstageisthepracticestage.Merethestudentsdothetalkingorganizedfromcuebytheteacher---thispracticeshouldbemeaningfulandmemorable.
Thethirdstageisoftenommittedbymanyteachers.Itisaproductionstage;“Nolearningcanbeassumedtohavetakenplaceuntilthestudentsareabletousethelanguageforthemselves(H.G.Widdowson).”Theyshouldbeallowed,undertheguidanceoftheteacher,tousethelanguagefreely,eveniftheymakesomemistakesasaresult.
2.Theclasscommunicativeactivities
Languagelearningtakesplaceamongthestudentsandteacherswhoknowtheirfrequentfrustration,manyaspectsofitarebeyondtheirpedagogiccontrol,itislikely,infact,thatmanyaspectsoflanguagelearningcantakeplaceonlythroughnaturalprocesses.Ifthisisso,communicativeactivityisanimportantpartofthetotallearningprocess.
Communicativeactivityprovidesopportunitiesforpositivepersonalrelationshipstodevelopamonglearnersandteachers.Theserelationshipscanhelptohumanizetheclassandtocreateandenvironmentthatsupportstheindividualinhiseffortstolearn.
Inlookingforwaysofcreatingmorevariedformsofinteractionintheclassroom,teachersofforeignlanguagehaveturnedincreasinglytothefieldofsimulation.Learnersareaskedtoimaginethemselvesinasituationwhichwouldoccuroutsidetheclassroom,andtheyareaskedtobehaveasifthesituationreallyexcited.
Teachingaforeignlanguageisdifficultbecausetheteacheristryingtoteachintheclassroomsomethingwhichisnormallylearntoutsideandusedoutsidethenormalrangeofexperienceoftheclassroom.Thusintheclassroomtheteacherandstudentshavetotrytocreatesimilarconditionstothoseoutsidetheclassroominordertofacilitatethelearningprocess.
“Role-playing”isonemethodofgettingthestudentstoimaginetheyaresomeoneelseandplaythatpart.Thefollowingisanexample,usedincontextofdiscussingtelevision.Theteachercanusecuecards,whicharedesignedaspromptsforaconversation.Noticethatthisactivityinvolvesthestudentsingroupwork,whichisalsoanimportantfeatureofreproducingreallifeconfitionsinsidetheclassroom.
Picturesareanotherextremelyusefulvisualaid.Picturesofpeopleandplacesaremuchmoreinterestingthanordinaryobjects.Thisisanotherchanceforgroupworkandgenuinediscussion.
Communicativeactivitiesareveryimportantinlanguagelearning.Itmaybeusefultoconsiderbrieflywhattheteachermighthopetoachievethroughthecommunicativeactivityintheclassroom.Sincethiswilldeterminehisownattitudetowarditandwhathegivesitinhisoverallmethodology.Thelearners’ultimateobjectiveistotakepartincommunicationwithothers.Theirmotivationtolearnismorelikelytobesustainediftheycanseehowtheirclassroomlearningisrelatedtothisobjectiveandhelpsthemtoachieveitwithincreasingsuccess.
3.AchievethegoalofEnglishteachingthroughcommunicativeapproach
Englishisaninternationallanguage.Oneofthemostfrequentlygivenreasonintoday’sChinafortheteachingofEnglishisthatitaffords“awindowontheworld”.Nowtheteachershavefacedwiththeproblemofimprovingthestudents’abilityoflisteningandspeaking.Butnowwelacktheenvironmentofstudyingforeignlanguage,andourEnglishlessonsarelimited.Underthesecircumstances,communicativeapproachisagoodmethodtoimprove