The Creation of English Language Circumstance.docx
《The Creation of English Language Circumstance.docx》由会员分享,可在线阅读,更多相关《The Creation of English Language Circumstance.docx(14页珍藏版)》请在冰豆网上搜索。
TheCreationofEnglishLanguageCircumstance
TheCreationofEnglishLanguageCircumstance
ABSTRACT
Circumstanceisveryimportantininfluencingpeople’slifeandpersonality.Andalso,itisimportantinlearninglanguage.AsacompulsorycourseforjuniorandprimarystudentsinChina,Englishisbecomingmoreandmoreimportant.ButtheproblemishowtolearnEnglishefficiently.LearnersathomeusuallyhavelittletimetolistentoorspeakEnglish.ExceptthattheycanspeakEnglishintheirEnglishclassesfor40or45minutesonly,theyhavenochancetospeakEnglish,nochancetolistentoEnglish,evennochancetofeeltheexistenceofEnglish.So,asteachers,themostimpotentthingtodoistosolvetheproblem,bycreatingalanguagecircumstance,stimulatingtheirinitiativeinlearningEnglish.
ThepaperwilltrytodescribeabouthowtocreateacircumstanceforEnglishlearnersathome.Therearemanyways,forexample,creatingtheclassroomcircumstance,whichincludingsettingthesceneforthestudents,givingthemmorechancetospeakandlisten,inordertoimprovetheabilityoflisteningandspeaking.AndalsowecanuseEnglishcorner,EnglishbroadcastorlettingthemlistentoEnglishsongs,watchingemoviesandsoon.
Keywords:
EnglishLanguageCircumstancecreateinterestClasscircumstanceEnglishcornerEnglishmovie
摘要
环境对影响人的个性和生活非常重要,同样对学习语言也很重要。
在中国,作为中小学的一门必修课,英语已显得越来越重要。
所以我们很关注怎样才能有效地学好英语。
国内的学习者通常很少有机会听或者说英语。
除了课堂上短短的40或45分钟之外,他们几乎没有机会接触英语了。
所以作为英语老师,我们的首要任务就是为学生创设一个英语语言环境,激发他们学习英语的兴趣。
笔者将在本文中论述如何创设一个良好的英语语言环境。
创设英语语言环境的方法很多,比如说创设课堂环境,其中包括创设对话情境,让学生多说多听,以提高他们的口语和听力能力。
同样,我们还可以通过英语角、英语广播、听英文歌曲、看英语原声电影以及开展各类英语竞赛,如书法、手抄报、讲故事、演讲及英语小短剧表演比赛等等。
我们以此来营造一个良好的语言环境,以供我们的学生学习,在一个轻松、愉快的环境下学习,效果远胜于死读书,远胜于没有这样的环境。
关键词:
英语语言环境课堂环境兴趣英语原声电影英语角创设
1.Introduction
AsacompulsorycourseforjuniorandprimarystudentsinChina,Englishisbecomingmoreandmoreimportant.SomepeoplesaythatEnglishisoneofthethreekeysof21stcentury(withothertwoarecomputerandcar).ButtheproblemishowtolearnEnglishefficiently.LearnersathomeusuallyhavelittletimetolistentoorspeakEnglish.ExceptthattheycanspeakEnglishintheirEnglishclassesfor40or45minutesonly,theyhavenochancetospeakEnglish,nochancetolistentoEnglish,evennochancetofeeltheexistenceofEnglish.
Butasweallknow,accordingtothescientifictheory,ifwedon’tusewhatwehavelearned,wewillforgetthemquickly,especiallylanguage.Thenlearningwillbeinterrupted,andtheinitiativewillbeweakened.So,asteachers,themostimportantthingtodoistosolvetheproblem,bycreatingalanguagecircumstance,stimulatingtheirinitiativeinlearningEnglish.
Iwilldiscussabouthowtocreatealanguagecircumstanceforthestudents.
Asweallknow,circumstanceisveryimportantininfluencingpeople’slifeandpersonality.Andalso,itisimportantinlearninglanguage.Manyscholars,expertsandteachersholdthesameview.Welearnourmotherlanguagemostlybyfeeling,imitatingandusing.First,wefeeltheexistenceofthemotherlanguage,andthenimitatethepronunciationandintonationfromourparentsorotherpeople.Weimitatehowtousedifferentsentencesindifferentsituations.Theultimategoaloflanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.Soafterimitatingwelearned,thenwebegintouseitinreallife.Wecommunicatewithothersinourmothertongue;weuseittoexpressourselves,tounderstandothers.Thus,wecontrolthelanguage.Itisobviousthat,languagecircumstanceisveryimportant.Learningsecondlanguageisnotexceptive.Sosomepeoplethinkthattolearnforeignlanguagemustgoabroad.Stayattheforeigncountryforoneorhalf-year,youcansurespeaktheirlanguage.Ofcoursethat’sright.Butpractically,wefinditunfeasible,atleastcannotbecomecommon.Becausethereisonlyafewpeoplehavethechancetogoaboard.Sothemostimportantthingtodoistocreatealanguagecircumstanceforthelearnersathome.
Inchina,mostoftheforeignlanguagelearnersarestudentsinprimaryormiddleschool.Therefore,asteachersweshouldcreateagoodEnglishlanguagecircumstanceforthestudents.Itbecomesthemostimportantthing.
Inlightofmanyresearchworksandalotofbooksanddocuments,therearemanyscholarsandteacherswhohavestartedtoworkoveronthesubject,amongwhichsomeacquiredachievements.
ThecreationofEnglishlanguagecircumstanceisveryusefultothelearnersofsecondlanguage.Thoughthesecondlanguageisdifferentwiththeirmothertongues,theywillcertainlylearniteasilyiftheycanread,listentoorspeakitmore.Andyet,thewaytocreatingalanguagecircumstanceisvariousbutnotstatic.
2.TheCreationofClassCircumstance
Aswejustsaid,theonlytimeforthestudentstocontactEnglishisthe40or45minutesintheirEnglishclass.Sotheclassroommanagementisveryimportant.Theefficiencyofaclasswilldecidethestudents’Englishlevelsomewayorother.Consequently,agoodteacherwilltryhis/herbesttoimprovetheefficiencyofhis/herclass.Then,howtocreatethecircumstanceintheclass?
ManypeoplethinkthebestwaytolearnEnglishistospeakEnglishasoftenasonecan.Butwedon'thavesuchEnglishcircumstance,whatshallwedo?
SomelistentoEnglishradioseverydaytoimprovetheirlisteningability.AndsometimestheywatchAmericanfilmsthattheyareinterestedin.Intheclass,wealsotryourbesttogivethemagoodcircumstancetoimprovetheirspeakingandlisteningtoEnglish,sothattheycancommunicatefluently.
2.1Communicativefunctionsoflanguage.
“Theultimategoaloflanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.”1Thepurposeoflearningalanguageistocommunicatewithothers.Itistosaythemainfunctionofalanguageistocommunicate.Soweshouldalwaysputthisfunctionintheimportantposition.Andinourteachingweshouldletourstudentsknowhowtousethelanguagetoexpresstheirownfeelingsandtounderstandothers.That’simportant.
“Onepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreallifelanguageuseistheadoptionofcommunicativelanguageteaching,whichhasinrecentyearsbecomeafashionabletermtocoveravarietyofdevelopmentsinsyllabusdesignandinthemethodologyofforeignlanguageteaching.”2Thegoalofteachingistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.
“Communicativecompetenceincludesfouraspects:
1)Knowingwhetherornotsomethingisformallypossible(grammaticallyacceptable)
2)Knowingwhethersomethingisunderstandabletohumanbeings
3)Knowingwhethersomethingisintinewithsocialnorms
4)Knowingwhetherornotsomethingisinfactdone:
Dopeopleactuallyuselanguagethisway?
”3
Inotherwords,communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.Communicationcompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.
2.2“SettingtheScene”4
Makearealorsimilarsituationforthestudentstohelpthemtounderstand.Wecanusebodylanguage、pictures、realobjectsandsoon.
Forexample,listeningtopassagesintheclassroomcanbemoredifficultthanlisteninginreallife,becauseofthelackofcontext.Sotheteachercanhelpprovidethebackgroundinformationtoactivatelearners’schema,sotheywillbebetterpreparedtounderstandwhattheyhear.
Also,whileteachingnewwords,newphrases,newsentencesornewtexts,wecansetthesceneforthem,sotheycaneasytounderstandandremember.
Example:
WhenIteachthenewwords:
tomato,newsentences:
Howmuchis/are……,please?
Andthat’scheap/expensive.
BeforetheclassIpreparesomeobjectsliketomatoes,apples,somebagsofmilkandsoon.AndIaskmystudentstotakesomething,too.
Intheclass,Ifirsttakeoutanapple,thenask:
T:
What’this?
S:
It’sanapple.
ThenIshowthemthetomato.
T:
Whatisthis?
Doyouknow?
S:
Sorry,Idon’tknow./Ithinkit’satomato.
T:
Good!
Itisatomato.
ThenItakeouttwoormoretomatoes.
T:
HowmanytomatoesdoIhave?
(WritedowntomatoesontheblackboardandRed“es”)
S:
Two.
T:
Good.Pleasedon’tforget“es”whenyouusepluralnumber.
Atlast,Iputallofmythingsontheteacher’sdeskandwritedownthepricesontheobjects.Itellthemthisisashop;itsellsmanykindsofthings.Thenasksomestudentsindividually:
T:
What’sthis?
S:
It’satomato.
T:
Howmucharethetomatoes?
S:
TheyareoneYuanakilo.
T:
Isitcheaporexpensive?
S:
Itischeap.
T:
Whatarethose?
S:
Theyareapples.
T:
Howmucharethey?
S:
Theyaretendollarsakilo.
T:
Isitcheap,too?
S:
No,theyareexpensive.
Finally,Iaskthemtomakeupasimilardialoguebyusingthethingstheytake,supposetheyaresellersorbuyers.Becauseoftherealobjects,theycanbeeasytounderstand.
Whileteachingsomeverbswecanusebodylanguagetohelptheirunderstanding.
Forexample,whenweteach“run”,wecanpretendtorun,andaskthestudents:
“WhatamIdoing?
”“Youarerunning.”
Andalso,whenweteach“jump”,wecanjumpandask:
“WhatamIdoing?
”“Youarejumping.”“Yes,youareright.Canyoujump?
”“Yes.”
2.3Givethemmorechancetospeakandlisten.
TheGreekphilosopherEpictetuseverwittilysaid:
“Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeaks.”Fromthesayingwecanlearnhowimportantthe