留守儿童.docx

留守儿童.docx

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留守儿童

TheApplicationofCommunicativeApproachinEnglishLearningforLeft-behindChildrenatPrimarySchool

1Introduction

Inrecentyears,China’snationaleconomyhasimprovedsignificantly.Withtherapiddevelopmentofsociety,moreandmoreadultslefttheirhometowntobigcitiesinordertoearnmoremoney.Asthelimitationofconditions,theycannottaketheirchildrenwiththem.Therefore,anewproblemhasbeenstandingoutandwillbelastingforalongtime,whichisthecentralproblemforleft-behindchildren.Thetermofleft-behindchildrenmeansthatoneorbothparentsareworkingfarawayfromhomeandrarelyspendingtimeinaccompanyingtheirsonsordaughters.Thesechildrenareusuallytakencareofbytheirgrandparentsorotherrelatives.AccordingtothedataofsurveyprovidedbyChinaWomen’sFederationsin2008,thequantityofleft-behindchildreninChinaisabout58millionandmostofthemareinthecompulsoryeducationstage.Thecurrentrateofleft-behindchildrenis28.29%ofallchildren.Theproportionofleft-childrenwhoareinter-generationalcaredbythegrandparentsisnearly79.7%.Therestofthemaresupportedbyrelatives,friendsorothers.Mostoftheguardiansonlyprovidethemwithsubstance.Theydonotcareabouttheirspiritworld.Thisimpropertypeiseasytodevelopchildren’sself-willedpsychologicalbehaviors.Formoresensitivechildren,theypronetohaveafeelingofdependingothers,evenbecometimid,withdrawnandintroverted.Atthesametime,alotofproblemsappearinlearning,especiallyinEnglishstudy.Foronething,guardians’educationallevelistoolowtohelpleft-childrentolearn.Itresultsinthelackofconsciousnessandgoodhabitstolearn.Theyfallbehindothersandevenhatetostudy.Foranother,long-termseparationfromparentsalsocausesthelackofemotionalcareandsupportintheirdailylife.Manychildrenareinastateofself-enclosed,whichcaneasilyleadtothelackofverbalcommunicationskills.What’smore,themajorityofpeoplearoundthemspeakChinese,andonlyintheclassroomaretheyforcedtospeakEnglish.ItisnecessarytocreatetheEnglish-speakingenvironmentforthem.Duetothissituation,theauthorofthisthesisanalyzestheproblemsofthemandshebelievesthatcommunicativeapproachisthemostbeneficialtotheirstudy.

Communicativeapproachreferstothetheoryofteachingaccordingtotheprinciplethatthestudentsandteachersshouldgenuinelycommunicatewitheachotherinusingtargetlanguage.Itisalsocalledfunctionalapproach（FA）ornotionalapproach（NA）.ThisthesismainlyfocusesontheapplicationofcommunicativeapproachinEnglishlearningforleft-behindchildrenatYinchuanprimaryschool.

2LiteratureReview

Inthepast,theprocessofteachingwasalwaystomasterthelanguagestructurewhichcontainsmanydeficiencies.Solinguistsbegantomakeitsomeinnovationsfromtraditionallanguageteaching.Afterthat,theyrecognizethattheteachingshouldfocusontrainingstudentsincommunicationskills.In1965,thefamousAmericanlinguist—NormChomskydefined“competence”forthefirsttime.Hallidayalsothinkslanguageisforemostasasystemforcommunicationandthegoaloflanguageteachingisimprovinglearner’sabilitytocommunicateinthetargetlanguage.ThenHymesputforwardthe“communicativecompetence”，whichisconsideredtobeadirectcommunicativetheoreticalbasis.Nomatterwhichscholar,theyallpaymuchattentiontothetrainingofpeople’slanguageskillsbutnotjustlanguagestructures.Theyalsoemphasizethecommunicativecompetenceofstudentsandusingthetargetlanguageinrealsocialcontexttocommunicateandsolvepracticalproblems.Afternearly30years’development,communicativeapproachbecomesapracticalmethodgradually.Ithasbeenacceptedextensivelybyteachersastheteachingideasanddirection.

Sinceitsinception,ithasarapiddevelopmentintheworldwide.Inthelate1970s,thecommunicativeapproachforthefirsttimewasintroducedtoChina,butitisstillinaperiodofstudyingandresearching.CandlinandHuWenchungarethefirstpersonwhointroducethetheoryofthecommunicativeapproachtoChinesepeople.ShiBaohuitoldtherelationshipbetweencommunicativeapproachanditspracticalapplication.Unfortunately,theyjustintroducesomespecialaspectsoftheirviewsbutnotthecomprehensivesystem.Thusitcannotmakepeopleunderstandthecommunicativeapproachclearly.Atthesametime,moststudentsarealwaysinthestateof“dumbEnglish”.

Therearemanypeoplewhostudyitfromdifferentaspects.However,whatisregretfulisthatthereareonlyafewpeopleresearchingtheapplicationofcommunicativeapproachfortheEnglishstudyofleft-behindchildren.Whentheauthorofthisthesisstudiesthecommunicativeapproachandtheleft-behindchildrencarefully,shehasfoundthatputtingthecommunicativeapproachintoeffectonthestudyofleft-behindchildrenisverymeaningful.

3TheApplicationofCommunicativeApproachinEnglishLearningforLeft-behindChildren

3.1Children’sSituationsandProblemsinEnglishLearning

Educationisthebasisofcountry.Chinaalsopaysmuchattentiontoeducation，especiallytochildren’seducation.Inmodernsociety,withthehighdevelopmentofinternationalassociation，Englishhasbecomeanecessarysubjectinthechildren’sschooleducation.However,therearemanyproblemsappearinginEnglishlearning.

Theresearch（seeAppendix）showsthatEnglishhasmanydifferencesfromChinese.MostpeoplearoundusspeakEnglish,onlyintheclassroomaretheyforcedtolearnEnglish,buttheyturntospeakChineseafterclass.KnowledgeandlifeenvironmentwithoutaclosecontactmakeEnglishhardtolearn.Thatistosay,theinabilitytoapplywhatstudentshavelearnedintheclassroomisgreatlylimitedbyChineseincommunicatingeffectivelywithothers.Left-behindchildren’sspecialsituationmakesEnglishlearningmoredifficult.Atthesametime,themajorityofteacherdomuchexplanationandexercise.Theexamscorecomesfirstintheireyesbutnotstudents’practice.

Asaresult,manypeopleinChinahavelearnedEnglishforsomeyears,buttheycannotspeakacompletesentenceorcommunicatesmoothly.Forleft-behindchildren,theylackthehabitofspeakinginitiatively,eventheyhatetocommunicate.Therefore,itisnotimetodelayinfindinganeffectivewaytodealwiththissituation.Accordingtotheexploration,analysisandpractice,communicativeapproachisagoodadviceinsolvingaboveproblems.

3.2ThePrinciplesofCommunicativeApproach

Manyteachersatdifferentperiodsandcountrieshavealwaysbeentryingtotakeinthemostvaluableapproachesoflanguageteaching.Theyfindthatthesimplecognitionofwordsandexercisecannotsatisfythedevelopmentofsociety.AnEnglishlearnershouldmasterfourbasiclanguageskills,namely,listening,speaking,readingandwriting.Listeningandspeakingisthedailycommunication.Readingisthecommunicationwithauthors.Writingisthecommunicationwithreaders.Theneedofcommunicativepracticeinlanguageteachingbecomesmoreandmoreimportant.Gradually,communicativeapproachisbroughtintobeingandbecomesanimperativewaytoacquirethosefourlanguageskills.Itisareplacementtotheearlierstructuralmethod.Indeed,thecommunicativeapproachhasmadegreatcontributionstopromotingEnglishstudyandtothedevelopmentoflanguageteachinginmiddleschoolsinChina.Therefore,itisnecessarytohaveagoodunderstandingoftheprinciplesbeforeapplyingcommunicativeapproachtotheclass.

Therearefivebasicprinciplesincludinginformationinterchanges,student-centeredmode,reliability,activitiesandcompleteness.Basedontheprinciples,someproceduresaredesignedsoastomakeaneffectiveteachinginpractice.

3.3TheProceduresforApplyingCommunicativeApproachinEnglishLearning

InaChineselanguage-teachingclassroom,itisquiteusualtohearsuchquestionslikethis:

“Canyouexplainthisorthat?

”andsuchorderas：

“writeitdown.”Thisispursuinganexactunderstandingofeveryword.Asaresult,themajorityofclassroomtimeisspentinexplainingthelanguagepoints,whilethestudentsjustlistenortakenotes.Thetrainingofstudents’communicativecompetenceislittleconsidered.Aimtothisproblem,theproceduresofEnglishteachingmaylikethis:

3.3.1Knowledge-inputtingandInformationExchanging

Manyteachersjustthinkthatcommunicativeapproachmeansspeaking.Actually,thematerialsareoneimportantpartofcommunicativeapproach.Thematerialsaretocommunicationjustlikethebrickstobuilding.Beforetheteachingintheclassroom,teachersmustprepareforlessonscarefullyaccordingtoteachingmaterials,teachingpurposesandteachingprinciplesinadvance.Thisisthecollectionofinformationbeforeinputtingtheknowledge,anditisalsothefoundationofcommunication.Teachingenvironmentshouldbetakenintoconsiderationatthesametime.

Linguistsregardlanguageasacommunicationtool.Themostimportantthinginthecommunicationistounderstandothersandmakeourthoughtunderstoodbyothers,totrainstudents’abilityinusinglanguageandconveyingthemessages.Intheprocessofcommunication,everyspeakerhastoadjustthewayhespeaksaccordingtothecertainsituationheisin,theemotionsandotherspurpose.Everybodyneedstolearnhowtomakeaneffectivecommunicationandagoodresponsetootherscommunications.Thatisthecultureofcommunicativecompetence.Communicativecompetencemeanstocommunicateeffectivelyandcorrectlyinavarietyofoccasionswithdifferentpeoplebasedonthelanguagepoints.Itrequiresag