通过语言交际教学法如何提高中国初中生英语口语能力大学论文Word格式文档下载.docx
《通过语言交际教学法如何提高中国初中生英语口语能力大学论文Word格式文档下载.docx》由会员分享，可在线阅读，更多相关《通过语言交际教学法如何提高中国初中生英语口语能力大学论文Word格式文档下载.docx（28页珍藏版）》请在冰豆网上搜索。
专业英语
指导教师职称
2013年5月
ToImproveSpeakingCompetencethroughCommunicativeLanguageTeaching（CLT）inJuniorHighSchoolinChina
ADissertation
SubmittedinPartialFulfillmentoftheRequirementsfor
theDegreeofBachelorofArts
Written
By
YangZhongxin
Supervised
WangYongkang
DepartmentofForeignLanguages
SchoolofArtsandScience
YunnanNormalUniversity
Kunming,Yunnan
P.R.China
云南师范大学文理学院
本科毕业设计（论文）原创性声明
本人郑重声明：
所呈交的毕业设计（论文），是本人在指导教师的指导下独立研究、撰写的成果。
设计（论文）中引用他人的文献、数据、图件、资料，均已在设计（论文）中加以说明，除此之外，本设计（论文）不含任何其他个人或集体已经发表或撰写的成果作品。
对本文研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示了谢意。
本声明的法律结果由本人承担。
毕业设计（论文）作者签名：
杨忠鑫
2013年5月9日
Acknowledgments
IwouldliketotakethisopportunitytothankmysupervisorMr.WangYongkang,whooffersmeacademicandconstructive,advisesoncomposingthispaper.Hisencouragementandhelpareworthyofhighacknowledgement.Intheprocessofthisessay,hegivesmemanyusefuladvices.Evenifheisbusywithhiswork,healsotakestimetocorrectcarefully.
Inaddition,Iwouldliketoexpressspecialthankstomybelovedparentsandmyfriends,whohavegivenmyceaselesssupportduringthewritingofthisthesis.
Lastbutnotleast,IwouldliketoextendmysincerethankstotheCollegeofArtsandSciences,YunnanNormalUniversity,forthecomprehensiveeducationduringmyfouryears,whichencouragemetostudyfurther.
Contents
Abstract（EnglishVersion）i
Abstract（ChineseVersion）ii
ChapterOneIntroduction1
ChapterTwoLiteratureReview3
2.1ThedefinitionofCLT3
2.2ModernprinciplesofCLTinChina4
2.3ModernfeaturesofCLT5
2.4MajorformsofCLT6
2.4.1Role-playing6
2.4.2Story-telling6
2.4.3Exchanginginformation6
ChapterThreeMethodology8
3.1TheResearchQuestions8
3.2DataCollectionandAnalysis8
ChapterFourResultsandDiscussion10
4.1TheAnalysisoftheQuestionnaire10
4.2GeneralDescriptionofCLTinJuniorHighSchool11
4.2.1TheFrequentUseofCLTinOralEnglishClass11
4.2.2ThePreferenceofCertainMethodsinOralEnglishClass12
4.2.3TheEffectiveStrategiestoImproveStudents’OralAbilitythroughCLT12
4.2.3.1IntroducingAuthenticMaterialintoClass13
4.2.3.2Teacher-StudentInteractions13
4.2.3.3CreatinganInteractiveClassroom13
4.3MajorFormsofCommunicativeActivitiesAppliedinJuniorSchool14
4.3.1PairWork14
4.3.2GroupWork14
ChapterFiveconclusion16
5.1MajorFindingsoftheResearch16
5.2LimitationsofthePresentThesis16
AppendixⅠ（Materials）18
AppendixⅡ（Questionnaire）19
AppendixⅢ（TeachingPlan）20
Reference23
Abstract
Abstract
CommunicativelanguageTeaching（CLT）isanapproachtoforeignorsecondlanguageteachingwhichstressescommunicativecompetenceasthegoaloflanguagelearning.ThemainpurposeofstudyingCLTasanapproachistobuildupthecommunicativeawarenessofteachersandstudentsandenhancetheircommunicativecompetenceespeciallylinguisticcompetence.
Inthepresentthesis,theauthorplanstoexploreeffectivemethodstoimprovetheoralabilityofstudentsinjuniorhighschool.Basedonthepreviewstudies,especiallythepointsofHymes（1972）andWilliamLittlewood（1981）,theauthorintendstoapplyCLTtospokenEnglishteachingclasses.Therearemainlythreeresearchquestionstobeaddressedintheresearch:
（1）IsCLTeffectiveinspokenEnglishteachinginjuniorhighschool?
（2）Whichmethodsdothestudentslikebestinclass?
（3）Whatareeffectivestrategiestoimprovethestudents’oralabilitythoughCLTinjuniorhighschool?
Thefollowingsarethemajorfindingsofthethesis:
（1）theCLT-orientedteachingmethodsdohavepositiveeffectsonthespokenabilityofstudentsinjuniorhighschoolandthestudentsareinterestedinteachingmethods;
（2）thestudentsinjuniorhighschoolprefertheactivitieswhichneedmoreinteractions,eitherbetweenstudentsandteachers（sometimesguessinggames）,oramongpeers（role-play）.Thedesignofclassroomactivitiesisquitevitaltotheeffectoforalproficiencyimprovement;
（3）thereareseveralsuggestionsthatareapplicableinCLT-orientedspeakingclass-introducingauthenticmaterialintoclass,enhancinginteractionsbetweenteacherandstudentsandcreatinganinteractiveenvironmentamongpeers.
Keywords:
communicativelanguageteaching;
spokenEnglishteaching,juniorhighschool
摘要
交际语言教学法的核心思想是将语言作为一种工具来教授，其主要目的在于使学生能运用所学语言成功地进行交流，获得信息。
本文在交际教学法的相关理论指导下，作者探寻提高中学生英语口语能力的有效途径，依据Hymes和Littlewood的观点，作者提出了三个研究问题：
（1）交际教学法对于初中生英语口语教学能否起到积极作用？
（2）在初中英语口语课堂上，哪一类交际活动更受学生们的欢迎？
（3）提高学生的英语口语能力最有效的策略有哪些？
通过研究，得出以下结论：
首先，交际语言教学法指导下的教学方法能够对初中生英语口语学习产生积极的效果，同时，学生对这类方法也比较感兴趣。
其次，初中口语教学的课程设计对于提高学生的英语口语能力至关重要，一般说来，学生们更喜欢互动性的课堂活动环节，如猜字谜游戏和较色扮演。
最后，对于交际语言教学法理论指导下的初中生英语口语教学，作者提出了一些可行的策略，包括应用真实材料、增加师生之间互动、在学生中创造互动氛围。
关键词：
交际语言教学法、英语口语教学、初中生
ChapterOneIntroduction
ChapterOneIntroduction
TheargumentintendstofocusonimprovingspeakingcompetencethroughCommunicativeLanguageTeaching（CLT）injuniorhighschoolinChina.SpeakingistheimportantskillofthejuniorhighschoolEnglishteaching.Mostoftheclassroomactivitiesaredesignedforadvancingtheselanguageskills.Nunan（1992）suggeststhatproficiencyismeasuredintermoftheabilitytocarryoutaconversioninthetargetlanguage.Obviously,thefundamentalgoalofforeignlanguagespeakingteachingshouldbetheacquisitionoforalcompetence.ItisnecessaryfortheEnglishlanguageteachinginChinatoconcentrateonthepromotionofEnglishcommunicativeability,especiallytheproficiencyofEnglishspeakingcompetence.However,thedevelopmentofspeakingcompetencewaslargelyneglectedinEnglishteachingforalongtime.Languagelearnersinthedomesticteachingarestilltaughtbythetraditionalteachingmethodologywhichemphasisongrammarandtranslation.Consequently,themajorityofChineseEnglishlearnersfailtouseEnglishtactfullyandappropriately.Thusthispaperprovidesavalidwayforbothteacherandlearnertosolvethisproblem.
CLTisconcludedtobemorepracticalapproachtodeveloptheoralcommunicationabilityoflearners.CLToriginatedintheearly70’s.AmericananthropologicallinguistsHymes（1972）istheadvocatorofCLTresearching,hepointsoutthelanguagefirstandforemostasasystemforcommunication.ItisfoundoutthatthecoresofCLTideaviewsisusinglanguagetolearnandlearntouselanguage.Asamainstreamofteachingtheory,theCLTemphasizedthefunctionalandcommunicativepotentialoflanguage.Itarguedthatlanguageteachingshouldfocusoncommunicativeproficiencyratherthanonmeremasteryofstructures.
Therefore,thispaperisdividedintofivechapters.Chapteroneisanoverallofthewholethesis,includingresearchbackgroundandsignificanceofthethesisinwhichtheargumentpointsoutthenecessityofteachingspokenEnglishinjuniorhighschool,andproblemsexistinginspokenEnglishteachinginjuniorhighschool.Inthe
secondchapterofthispapermainlyintroducesthedefinition,modernprinciples,modernfeatures,majorformsofCLT.Thenthethirdchapterwilldemonstratethemethodologyofthethesis.Theresearchconsistsofanexperience,aquestionnaireandsomeinterviewswiththeteachersandstudentsinsecondgradeinthejuniorschoolofChina.Somestrategiesdiscussedinchapterfourweredescribedhowtoimprovespeakingcompetencethroughanalyzingthequestionnaires.Theteachermayhavedesignedtheactivitiessoastoprovideanopportunityforlearnerstoproducelanguagethattheyhadlearnt.SosomecommunicativeactivitieshavementionedsuchaspairworkandgroupworkthatcancreateanaturalEnglishspeakingenvironmentinclassandestablisharealcommunicativecontexttostimulatetheinterestsofthe
studentsinlearningoralEnglish.Fromtheaboveelaborations,theconclusionofthethesisincludesthemajorresearchfindingsinthelastchapter.（Littlewood1981）
Onthewhole,CLTdevelopedwiththeincreasingneedsofcommunicativecompetenceandtheultimategoalofCLTofEnglishistocultivatethecommunicativecompetenceofEnglishlearnersintherealsense.Meanwhile,theapplicationofCLTinoralEnglishteachingforjuniorhighschoolstudentscanovercomethedrawbacksofstudentpoororalexpressionandlackcommunicativecompetence.
ChapterTwoLiteratureReview
ChapterTwoLiteratureReview
Inthischapter,theargumentintroducesthetheoreticalbackgroundofspokenEnglishteaching:
thedefinition,modernprinciples,modernfeaturesandmajorformsofCLT.
2.1ThedefinitionofCLT
TheoriginsofCommunicativeLanguageteaching（CLT）aretobefoundinthechangesintheBritishlanguageteachingtraditiondatingfromthelate1960s.Untilthen,Britishlinguisticsbegantoemphasizethefundamentaldimensionoflanguageteachingandcommunicativepotentialoflanguage.BeforedefiningCLT,communicativecompetencehasmentionedinthetheoryofHymes.Meanwhile,communicativecompetencetheorywasimmediatelyintroducedintolanguageteachingandregardsasoneoftheimportanttheoriesofCLT.（Hymes1972）AccordingtoLongmanDictionaryofAppliedLinguistic,CommunicativeApproach（CA）canbecalledCLT.ItisanapproachtoforeignorSecondLanguageTeachingwhichstressescommunicativecompetenceasthegoaloflanguagelearning.ManyscholarshavedefinedCLTindifferentways.
Firstofall,Littlewood（1981）hasgiventhenotionabouttheCLT:
theCLTopensupawiderperspectiveonl
升级会员 