英语论文大学英语口语教学之视听说教学法Word下载.docx
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Inrecentyears,underthebackgroundofglobalization,therequirementofthesocietytothepracticalcommunicativecapacityofEnglishtalentshasbeengreatlyimproved.Justlikewhatmanyentrepreneurssaid,itismuchhardertofindsomeonecompetentthantofindsomeonewhomajoredinEnglish.Withthedevelopmentofaudio-visualaidsandelectronicproducts,anewspokenEnglishteachingmethod,audio-visual-spokenmethodologyisfound,whichisamethodmainlyinconnectionwithspokenEnglishteaching.ComparedwithconventionalspokenEnglishteaching,audio-visual-spokenteachingisadynamiccognitivenonindividualbodyoflanguageinput,languageabsorptionandlanguageoutput,andpossessesremarkableadvantagesontheimprovementofthepracticalcommunicativecapacityofstudents.
Keywords:
Audio-visual-spokenmethod,practicalcommunicativecapacity,factualactivities
摘要
近年来,在全球化的背景下,社会对英语人才口语交际能力的要求大幅提高,传统的英语口语教学的培养模式已经无法满足社会对英语口语人才的需求。
也正如许多企业家所说的那样:
会几句英语的人很多,但要想找到胜任的口语人才却很难。
随着视听教学设备和音像电子产品的发展,一种新的英语教学法——视听说教学法诞生。
它是一种结合了视听法,听说法,情景法等多种现代英语教学法的新型英语教学方法,也是一种主要针对口语教学的教学方法。
视听说教学是一个语言输入、语言吸收和语言输出的动态认知连续体,相对于传统的英语口语教学,它在提高学生英语实际交际能力方面具有显著的优势。
关键词:
视听说教学法,实际交际能力,真实性活动
Acknowledgments
Firstandforemost,Iwouldliketoexpressmyheartfeltgratitudetomysupervisor,AssociateProfessorLiPeng,bothforherintellectualguidanceandforherwarmandconstantencouragementduringtheprocessofwritingthisthesis.Withpatienceandprudence,shelaboredthroughdraftsofthisthesisandpointedoutdefectsinmytheorizing.Therefore,Ioweallthemeritsinthisthesis,ifany,toher,thoughIamfullyawarethatthethesismightstillcontainsomemistakes,forwhichIbearthewholeresponsibility.
MycordialandsincerethanksgotoalltheteachersintheDepartmentofEnglish,whoseinterestingandinformativecourseshavebenefitedmealotduringmycollegeyears.TheprofitthatIgainedfromtheirprofoundknowledge,remarkableexpertiseandintellectualingenuitywillbeofeverlastingsignificancetomyfuturelifeandcareer.
Iamalsoverygratefultomyclassmates,whohavegivenmealotofhelpandcourageduringmystayintheUniversityandthroughouttheprocessofwritingthisthesis.
Lastbutnottheleast,bigthanksgotomyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisthesis.
Contents
中文摘要………………………………………………………………...………’’’…1
Abstract……………………………………………………………………………….1
Acknowledgments..………………………………………………………………...…
Introduction………………………………….………………………………………...4
IThepresentandfutureapplicationofaudio-visual-spokeninstructionincollegespokenEnglishteaching……………………………………………………………………………….4
Theprospectsofaudio-visual-spokeninstruction…………………………………………….5
ⅢThefeasibilityofaudio-visual-spokeninstructionincollegespokenEnglishteaching……….6
AThedevelopmentofaudio-visualaidsandmaterialsprovidesspokenEnglishteachingmuchconvenienceandprerequisite………………………………………………………..7
B.Thenewrequirementofthesocietyfortalentsiscloselyparallelwiththeaimofaudio-visual-spokeninstruction………………………………………………………….7
CThedevelopmentofaudio-visualaidsandmaterialsprovidesspokenEnglishteachingmuchconvenienceandprerequisite……………………………………………………….11
ⅣThemanageabilityandefficiencyofaudio-visual-spokeninstruction………………………..11
A.Themaneuverability………………………………………………………………………11
B.Theefficiency…………………………………………………………………………….12
ⅤProblemsandtacticsinaudio-visual-spokeninstruction……………………………………..12
A.Problems………………………………………………………………………………...12
B.Tactics………………………………………………………………………………...…14
Conclusion……………………………………………………….………..………….15
Notes……………………………………………………………………………….....16
Bibliography……………………………………………………………………...…..17
Audio-visual-spokenMethodologyinCollegeSpokenEnglishTeaching
Introduction
Inrecentyears,underthebackgroundofglobalization,therequirementofthesocietytothepracticalcommunicativecapacityofEnglishtalentshasbeengreatlyimproved.Justlikewhatmanyentrepreneurssaid,itismuchhardertofindsomeonecompetentthantofindsomeonewhomajoredinEnglish.Withthedevelopmentofaudio-visualaidsandelectronicproducts,anewspokenEnglishteachingmethod,audio-visual-spokenmethodology,whichisamethodmainlyinconnectionwithspokenEnglishteaching,isfound.ComparedwithconventionalspokenEnglishteaching,audio-visual-spokenteachingisadynamiccognitivenon-individualbodyoflanguageinput,languageabsorptionandlanguageoutput,andpossessesremarkableadvantagesontheimprovementofthepracticalcommunicativecapacityofstudents.
Audio-visual-spokenmethodology,whichappliesthemethodsofelectrifiededucationtoclass,canprovidestudentsanexcellentlinguisticcognitiveenvironment.Bymeansofhugeamountsofaudioinputandvisualinput,audio-visual-spokenmethodologytransmitsall-aroundlinguisticinformationandnonlinguisticinformationtostudents,makesthelearnersfeeltherealmeaningandapheticfunction,promotesthelinguisticabsorptionofthestudents,anddetectsandfostersthepracticalcommunicativecapacityofthestudentsbymeansofmeaningfulandrealcommunicativeactivities.
ⅠThepresentandfutureapplicationofaudio-visual-spokeninstructionincollegespokenEnglishteaching.
Inmanyuniversities,boththeuniversitiesandthestudentsdonotpaymuchattentiontotheimprovementofspokenEnglish.InordertomakesurehowimportantthespokenEnglishonthemindsofcollegestudentsmajoredinEnglish,Ioncemadeastochasticnon-tangiblesurveyonaudio-visual-spokenteaching.IstochasticallyinvestigatedonehundredstudentsmajoredinEnglishinSichuanInternationalStudiesUniversityChengduInstitution.Thesurveyresultshowsthatsixty-sixinformantsspendtheirmaintimeandenergyonlistening;
twentyinformantsareattractedbytheframeandmusic;
andonlyfourteeninformantspaytheirmainattentiontospokenEnglish.
Thesurveyindicatesthatthepresentapplicationofaudio-visual-spokeninstructioninmostuniversitieslacksofthetrainingofspokencapacityandcannotexerttheaudio-visual-spokeninstructiontothemaxonspokenEnglishteaching.Thethreeaspectsofaudio-visual-spokenmethodologyshouldbeadynamiccognitivenon-individualbody.Meanwhile,thethreeaspectsarereciprocallybeneficialtoeachaspectandcannotsolelyexertitsimportance.Thus,theproportionofviewing,listeningandspeakingshouldhavebeenscientificallyandreasonablyarranged.Onlybythisway,cantheaudio-visual-spokenmethodologybeanexcellentmethodincollegespokenEnglishteaching.
ⅡTheprospectsofaudio-visual-spokeninstruction
Audio-visual-spokenmethodologywasintroducedtoChinafromtheUnitedStatesinthe1980s,butuntilthelastdecade,withthedevelopmentofmoderninformationtechnology,moreandmoremulti-medianetworktechniqueisappliedintoclassroomteaching,evenintoclassroomteachingofspokenEnglish.Multi-mediatechniqueisthetechniquethatthecomputersinteractivelyandsyntheticallydealwithmulti-mediainformationincludingwords,graphs,pictures,voiceandvideoandsoon.,bringlogicalconnectiontomanykindsofinformation,andmakeitainteractivesystem.Theapplicationofmulti-mediatechniqueinspokenEnglishteachingreflectsthefollowingcharacteristics:
1)Thedisplaychannelsofinformationarediversified;
2)Pluralismofthesourcesofinformation;
3)Multi-mediaprovidesabiggerplatformforthemodeofautonomiclearningandcooperativelearningofthestudentsandmakesthestudentseasiertoshowtheirlearningresult;
4)Multi-mediaincreasestheinterestsandenthusiasmoftheEnglishlearners.
Thekeyroleofapplyingmulti-mediaintospokenEnglishteachingisinstructionaldesign.Theteachersmustbeginwithfouraspects,situation,cooperation,communicationandmeaning,andcompletetheanalysisofinstructionalobjectives,thecreationofscene,collectionofinformationandmaterials,arrangementofcontentandthedesignofthepatternofcooperativeandinteractivelycommunicativelearning.
Thepopularityofpersonalcomputermakestheaudio-visual-spokenmethodologyamaintrendinthefieldofcollegespokenEnglishteaching.Theplentyandpopularityofmulti-mediadevicesalsobringconvenienceofinstructionaldesign,teachingpatternandtheselectionofteachingmaterial.
Comparedwiththetraditionaltextbooks,themulti-mediateachingmaterialitselfhasmanyirreplaceableadvantages.MostofthetraditionaltextbooksusedinspokenEnglishclassesarecompileddecadesagoandoutofdate.Theyareunattractivetobothstudentsandteachersandnon-effectiveinspokenEnglishteaching.Onthecontrary,themulti-mediateachingmaterialisattractiveandinteresting.Inaudio-visual-spokenmethodology,theapplicationofmulti-mediateachingmaterialscangreatlyincreasetheefficiencyofspokenEnglishteachingandlearning.Audio-visual-spokenmethodologyisamultidimensionalcognitivestyleinwhichtheteachingmaterialsimpactuponthestudentsfromviewing,listeningandspeaking.Moreover,theaudio-visual-spokenmethodologyplacesgreatemphasisonpracticalcommunicativecapacityandtheimitationofnativespeakers.Bymeansofparticipatinginrealcommunicativeactivitiesandimitatingthevoice