交际教学法在中学英语课堂教学中的应用英语版论文.docx

交际教学法在中学英语课堂教学中的应用英语版论文.docx

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交际教学法在中学英语课堂教学中的应用英语版论文

TheApplicationofcommunicativeteachingmethodinmiddleschoolEnglishClassroomTeaching

交际教学法在中学英语课堂教学中的应用

Abstract:

Inrecentyears,researchonclassroomcommunicationeffectonlearningeffectinthescholarshadtheireyestothestudyofthenatureofclassroomcommunication.Inthispaper,wewillstudytheclassroominteractionandparticipationinthestructure,influencethenatureandculturalfactorsbetweenteachersandstudentsinclassroominteraction.Thisthesisisdividedintofiveparts.Thefirstpartoftheintroductionisraisedinthistopic.Includingliteraturereview.Thesecondpartintroducestheprotagonist-communicativeteachingmethod,twosectionsareappliedproblemsandcommunicativeteachingmethodlistsstudentsencounterinoralEnglishoralEnglishclassinmiddleschool,thethesismadeasummaryoftheinteractiveEnglishteaching.

Keywords:

communicativeapproachlanguageteachingcommunicativecompetencespokenEnglish

关键词：

交际教学法语言学习交流能力英语口语

Outline:

1Introduction

2Communicativeapproaches

2.1DefinitionofCommunicativeApproach

2.2Characteristicsofcommunicativeapproaches

2.3TheInfluenceofCAonSpokenEnglishTeaching

3MainProblemsofSpokenEnglishTeachinginMiddleSchools

3.1Problemsofteachers

3.2Problemsofstudents

3.3Lackofculturalbackgroundknowledge

4TheApplicationofCommunicativeApproachtoSpokenEnglishTeachingin

MiddleSchools

4.1CommunicativecompetenceandEnglishteaching

4.2Communicativeactivities

4.3Mainformsofcommunicativeactivities

4.3.1Pairwork

4.3.2Groupwork

4.4Majormethodsinclassroomcommunicativeactivity

4.4.1Reachingaconsensus

4.4.2Role-play

4.5Roleofteachers

4.6Roleofstudents

4.7learner-centeredclassroom

5Conclusion

TheApplicationofcommunicativeteachingmethodinmiddleschoolEnglishClassroomTeaching

1.Introduction

WithChina'sentryintotheWorldTradeOrganization,EnglishbecomemoreandmoreimportantfortheChineseandtheChinesestudents'enthusiasmforEnglishlearninghasreacheditsclimaxonanationwidescale.SpokenEnglish,asamajormeansofcommunication,isgainingunprecedentedattention.However,thecurrentsituationofspokenEnglishteachinginChina'smiddleschoolsisfarfromsatisfactory.

Asweobservetoday'sEnglishclasses,itisobviousthatthetraditionalmethodsoftheEnglishlanguageteachingstilldominateoutclassroom,andmostoftheattentionispaidtolanguageaccuracyTeachersspendalotoftimeinteaching,grammaticalitemsandlanguagepoints.Theresultofthiskindofteachingisthataftermanyyearsoflanguagelearning,studentscanonlyreadandwritetoalimitedextent.MembersofEnglishteachingcirclesatthemiddleschoolinChinaoftenhearthecomplaints,"Highgrades,lowabilities.".or"Deaf-muteillness."whichmeansthattheyareunabletoexpressthemselvesorallyinthelanguageeventhoughtheyhavelearntitformanyyears.Thestudents'incompetenceinspokenEnglishmanifestsourweaknessinEnglishteachinganddoescallforaseriousinquiryintotherealmsofteachingapproachesandmethodology,Howtoimprovestudents'EnglishspeakingcompetenceisoneofthemostimportantmissionsofEnglishteachers.

Thepastdecadeinlanguageteachinghasbeenoneofgrowingconcernwithmeaning.Theimportanceofmeaningfullanguageuseatallstagesinacquisitionoflanguagecommunicativeskillshascometoberecognizedbyresearchersandteachersaroundtheworld,andmanycurricularinnovationshavebeendevelopedinresponse.Centraltoanunderstandingofcommunicativelanguageteachingisanunderstandingofthetermcommunicativecompetence.Itisdevelopinglanguageabilitiesforeffectiveandappropriatecommunicationwithinculturalcontextsofthetargetlanguage--and—culture.

Acommunicativeapproachopensupawiderperspectiveonlanguagelearning.Inparticular,itmakesusmorestronglyawarethatitisnotenoughtoteachlearnershowtomanipulatethestructuresofthelanguage.Theymustalsodevelopstrategiesforrelatingthesestructurestotheircommunicativefunctionsinrealsituationsandrealtime.Theteachermustprovidestudentswithampleopportunitiestousethelanguagethemselvesforcommunicativepurposes.Theteachersmustalsorememberthattheyareultimatelyconcernedwithdevelopingthestudents’abilitytotakepartintheprocessofcommunicatingthroughlanguage,ratherthanwiththeirperfectmasteryofindividualstructures（thoughthismaybeausefulsteptowardsthebroadergoal）.Theclassroomisauniquecommunicationcontext,andcommunicationisshapedbytheactionsandperceptionsofbothteachersandstudents.Definingclassroomcommunicativecompetencerequiresthatteachersrecognizethenormsthatgovernclassroomcommunication,identifytheknowledgeandcompetenciesthatarenecessaryforstudentstoparticipateinclassroomevents,andbecognizantofthesocialandcontextualissuessurroundingclassroom.Definingclassroomcommunicativecompetencewillenableteacherstoadjustthepattersofcommunicationsoastomaximizestudents’linguisticandinternationalcompetencies,andcreateopportunitiesforstudentstobegintoacquirearepertoireofcompetenciessothattheycanparticipateinwiderrangeofclassroomevents.

Thepresentthesisintendstoinvestigatethesortof"fluent-but-stabilized"studentsandthenproposesomesolutionstocombatthetendenciesforstabilization.Duringthelong-termclassroomobservation,wehavefoundthatsuchstudents'communicativeabilityisratherhigh,buttheiraccuracyispoor,evidencedbymanyfrequently-madeerrors,manyofwhichtheycannotidentifywithoutexternalassistance.Additionally,theyareshowingnosignsofimproving.

ManyresearchershavehelpeddevelopthetheoryandpracticetheCommunicativeLanguageTeachingApproach（Brown,1987;Brumfit&Johnson,1979;Hymes,1972;Nattinger,1984;Nunan,1987&1989;Richards&Rodgers,1986;Rossner,1988;Savingnon,1983;White,1989;Yalden,1983）.TheunderlyingtheoryoftheCLTapproachisthecommunicativecompetence（Hymes,1972）.Studentsdonotsimplylearnthelinguisticstructuresandgrammarrules.Theyhavetolearnhowtousethelanguageproperly.Littlewood（1981）describedtheCLTapproachthatoneofthemostcharacteristicfeaturesofcommunicativelanguageteachingisthatitpaysystematicattentiontofunctionalaswellasstructuralaspectsoflanguage.Inreactiontothegrammar-translationandaudio-lingualmethods,theCLTapproachemphasizesthecommunicativeactivitiesthatinvolvetherealuseoflanguageindailylifesituation.

TheCommunicativeApproach（CA）,asareplacementoftraditionalteachingmethods,mayshedsomelightsanspokenEnglishApproach（CA）,orcalledCommunicativeLanguageteaching.TheCommunicative（CLT）,whichhasarelativelyscientifictheoreticalfoundation,viewslanguagelearningasameansofcommunication.JustasLittlewood（1981:

89）pointedout:

"T'heprimarygoalofmostforeignLanguageleaningistodeveloptheabilitytouserealandappropriatelanguagetocommunicateandinteractwithothers,andthegoalofforeignlanguageteachingistoextendtherangeofcommunicativesituationinwhichthelearnerscanperformwithfocusonmeaningwithoutbeinghinderedbyattentionhemustpaytolinguisticform."

Incommunicativeclasses,thestudentsarerequiredtofulfillvariousdesignedmainlyforcommunication.Inordertocreateareal-lifeenvironmentforlanguagelearning,authenticmaterialssuchasmaps,menusandtime-tablesaretakenfulladvantageof.Furthermore,thelanguageteacherschangetheirconventionalrolestomorechallengingones.Theyarenotonlytoimpartknowledgebutalsotoassumevariedrolesasorganizersandfacilitators.AllthesemethodscompatiblewithCAareprovedeffectiveincontributingtotheachievementofthestudents’communicativecompetenceandhavebeenemployedatalllevelsofforeignlanguageteachingonaworldwidescale.TakethefamousLivingBooksseries（Broderbund）forexample.Userscanclickonaparagraphandthetextwillbereadoutloud.Whenusersclickonanyobjectsinthebackground,theobjectwillmoveaccompaniedbysoundeffects,userscancontinueclickingasoftenastheylike,buttheone-click-one-moveinteractionremainsthesame.

Onthecontrary,theprimarypurposeoffun-orientedsimulationsistobebothmotivationalandentertaining.Instructioninaparticularsubjectisnottheprimaryconcerninfun-orientedsimulations.Thistypeofcomputersimulationtendstomotivateuserstogetinterestedinthesimulationitself.Entertainmentisthegoal.Asaresult,bothuserandcomputershareequalopportunitiestoreceiveinstructionsfromandrespondtoeachother.Furthermore,theuserhasmultiplechoicesfortakingcontrol.Fewerrestrictionsareimposed.Theuser'smovecouldleadtoanothermultiplicityofchoicesandthepromptingofanunexpectedresponsefromthecomputer.However,thetwocategoriesofcomputersimulationsarenotmutuallyexclusiveofeachother.Rather,theywouldbebetterregardedasthetwoendsofacontinuum.Allcomputersimulationactivitiesfallsomewhereinbetween.Inotherwords,itisverypossiblethatacomputersimulationpossessesbothinstruction-orientedandfun-orientedfeatures.

Inthispaper,themainanalysisofthepaperistheapplicationofcommunicativeapproachtospokenEnglishTeachinginmiddleschool.HopingthatthepaperwillmaketheteachersinmiddleschoolhasagoodunderstandingofcommunicativeapproachandcangivesomehelpsfortheirspokenEnglishteaching.

2.Communicativeapproaches

2.1DefinitionofCommunicativeApproach

L