Effective Ways of Teaching Spoken English25.docx

Effective Ways of Teaching Spoken English25.docx

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EffectiveWaysofTeachingSpokenEnglish25

EffectiveWaysofTeachingSpokenEnglish

Abstract：

Oralinstructionnowbecomesthemajorconcernofmanypedagogyapproaches,amongwhichtheCommunicativeTeachingApproach（CLT）andtheTask-basedLearning（TBL）arethemosttypicalones,whichaimsatachievingthecommunicativegoalofthelanguageandhelpingstudentsbecomecommunicativelycompetent.TherearemanytechniquesorwaysbasedontheprincipleofCLTandTBL.ThepurposeofthisthesisistolookintothedifferenttechniquesofteachingspokenEnglishinordertofindouttheeffectivewaysforChineselearners.Thewritermainlyfocusesonthecommunicativeuseofthreetechniques:

discussion,role-playandcommunicationgames.Shediscusseseachtechniqueindetailandprovidesguidelinesandexamplestoillustratehowtousetheminrealteaching.Shehasalsosuggestedseveralkindsoftasksassupport.Afterageneralreviewontheircontributiontocommunicativecompetence,thewritercomestotheconclusionthatthesecommunicativetasksshouldbeveryeffectiveinteachingspokenEnglishsincetheyenablestudentstolearntocommunicatethroughcommunicatinginreal-lifetasks.TheyshouldbeveryeffectivewhenappliedinChineseclassroom.Hopefully,mythesiswillprovidesomegoodideasfororalEnglishinstructioninChina.

Keyword:

CommunicativeTeachingApproachTask-basedlearningspokenEnglishinstruction

教授口语有效方法探讨

摘要：

口语教学已经成为了众多教学法关注的中心，其中交际法和任务法是两个最为典型的例子。

他们的教学目标是实现语言的交际目的，帮助学生提高语言的交际能力。

在交际法和任务法的基本原理下有一系列常用的教学方法，这篇论文的目的便是探讨各种口语教学方法并找出适合中国学生的教学方法。

笔者主要讨论了对三种教学方法——小组讨论，角色扮演和交际性游戏的交际性应用。

并对每种教学方法进行了仔细的分析讨论，针对如何应用于实际教学提出了一些指导原则和具体实例。

笔者同时也提供了几种任务来支持以上原理。

通过对这些教学方法和任务的效用进行了简单的分析，笔者得出：

交际性任务是口语教学中一种极为有效的方法。

在交际性任务中，学生可以亲身体验类似现实生活中的交际场景，通过交际来学习交际。

因而十分适用于中国课堂。

希望这篇文章可以为我国的口语教学提供一些帮助。

关键词：

交际法任务法口语教学

1.Introduction

Speakingisthemostbasicmeansofhumancommunication.Almosteverylanguageintheworldbeginswithaspokenformbutnotawrittenone.Additionally,whenachildbeginstolearnhismotherlanguage,heisexposedtoanaturalenvironmentofhismotherlanguageandabletospeakfarearlierthanabletowrite.

Duetotheimportanceoftheskillofspeaking,oralinstructionnowbecomesthemajorconcernofmanypedagogyapproaches,amongwhichtheCommunicativeTeachingApproachandtheTask-basedApproacharethemosttypicalones.Whiletheoldortraditionalapproachespaymoreattentiontotheskillsofwritingandreading,thecommunicativeapproachandtask-basedlearningfocusmainlyonthedevelopmentofcommunicativeoralskills.Wang（2004）mentionsinIntroductiontoTESOLMethodologythatthegoalofteachingspeakingingeneralisfororalcommunicationandforhelpinglearnerstobecomecommunicativelycompetent.

However,learningtospeakcompetentlyisacomplextaskespeciallyinChina.First,learnersareexposedtoanEFL（EnglishasaForeignLanguage）environmentandcontinuetospeakChineseafterclass;theythereforelacktheenvironmenttopracticewhattheyhavelearntintheclassroom.Second,classesinChinaareusuallytoobigforeveryonetogetchancestospeakinclass.Finally,itiseasytonoticethatteachersinChinaalwayspaymoreattentiontoaccuracythanfluency.Theytendtocorrectthemistakesstudentsmadeaboutgrammarorstructuresanditwillmoreorlessfrustratestudents,thusmakingthemmorereluctanttospeakinthefuture.

TohelpstudentsgetgoodmasteryofrealspokenEnglishandachievethecommunicativegoalofthelanguage,CommunicativeLanguageTeaching（CLT）,withitsfocusinlanguageteachingoncommunicativeproficiencyratherthanonthemeremasteryofthestructure,hasbecomeratherpopularinEnglishlanguageteaching,andespeciallyintheoralEnglishinstruction.Meanwhile,Task-basedLearning（TBL）,whichpresentsstudentswithataskinsteadoflanguagestructures,providesstudentsvariedexposuretolanguagesandchancestopracticespeakinginreal-lifeactivities.TherearevariouskindsoftaskinTBL,ifwepresentstudentswithsomecommunicativetasktoperforminoralclass,itshouldbeveryeffectivefortheimprovementoftheirspokenEnglish.

ThepurposeofthisthesisistoreviewtheresearchesintothewaysortechniquesinteachingspokenEnglishbasedontheprincipleofCLTandTBLandtrytofindouttheeffectivewaysthatcanbeappliedtoteachingspokenEnglishinChinesecontext.Foreachkindoftechnique,Iwillsuggestsomeeffectiveactivities.Hopefully,mythesiswillprovidesomegoodideasfororalEnglishinstructioninChina.

2.LiteratureReview

2.1CLTandtask-basedapproaches

ThedevelopmentofCommunicativeLanguageTeaching（CLT）datesbackto1970s,basedonthetheoryofBritishfunctionallinguists,whomaintaintheimportanceofthecontextofsituationinunderstandalanguageandAmericanlinguists,whoproposethetermcommunicativecompetencetorepresenttheabilitytouselanguageappropriately,asWang（2004）pointsoutinherworks.People’sfocusonlanguagelearningshiftedfromlanguagestructurestoitsuseasacommunicativevehicletoconveyinformation.Therefore,CLTwasbornasanewapproachtopromotethedevelopmentofcommunicativeabilities.

AccordingtoHughes（2002）,thecommunicativeapproachaimsatfosteringthedevelopmentoflearner’scommunicativecompetence,whichisidentifiedinthestudyofCanaleandSwain（1980）fromfourdimensions,i.e.grammaticalcompetence,discoursecompetence,social-culturalcompetenceandstrategiccompetence.Hughes（2002）alsopointsoutthefollowingcharacteristicsofCLT:

（1）placeahighvalueonlanguageinuse,

（2）regarderrorsasanaturalpartoftheprogressiontowardsagreaterunderstandingoftargetlanguage,（3）linkteachingmethodologiestoappropriatecommunicativetasks,（4）tendtofavorinductive,studentscenteredroutesandputlearnersatthecenterofthelearningprocedure.

Task-basedLearning（TBL）,whichisakindofresponsestotheabovefundamentaltenets,becomesquitepopularnow.AscitedinThepracticeofEnglishlanguageteaching（Hedge,2001）,theTBLwasgreatlypopularizedbyNPrabhu（1987）,who,workingwithschoolsinSouthernIndia,speculatedthatstudentswerejustaslikelytolearnlanguageiftheywerethinkingaboutnon-linguisticproblemaswhentheyareconcentratingonparticularlanguageforms.InTask-basedlearning,studentsarealwayspresentedwithatasktheyhavetoperformoraproblemtosolveandthefocusofthelessonisthetask,butnottheform.DifferentfromPPP（Presentation,Practice,andProduction）,Task-basedlearningislikeaPPPupsidedown.Studentsaregivenatasktoperformandonlywhenthetaskhasbeencompleteddoestheteacherdiscussthelanguagethatwasusedandmakecorrectionsandadjustment.Therefore,ataskcanbedividedintothreesteps:

pre-task,taskcycleandlanguagefocus.Inthepre-task,teachersexplorethetopicwiththeclass,helpingstudentstounderstandtaskinstructions.Studentsmayheararecordingotherpeopledoingthesametask.Duringthetaskcycle,studentsperformthetaskinsmallgroupswhileteachersmonitorsfromadistance.Theythenreportonthetasktotelltherestofclasswhathashappened.Atlaststage,studentsexamineanddiscussanyspecificfeaturesofanysupporttexttheyhavereferredtoforthetaskandteachersmayconductsomeformofpracticeofspecificlanguagefeatureswhichthetaskprovokes（Harmer,2001）.ThereareevidentlymanyadvantagesaccordingtoRichardFrost,fromaverypopularlanguageteachingwebsiteteachingEnglish（http:

//www.teachingenglish.org.uk/think/methodology/task_based.shtml）:

（1）studentsarefreeoflanguagecontrol.

（2）Anaturalcontextisdevelopedfromthestudents'experienceswiththelanguagethatispersonalizedandrelevanttothem.（3）Thelanguageexploredarisesfromthestudents'needs.（4）Itisastrongcommunicativeapproachwherestudentsspendalotoftimecommunicating.（5）Itisenjoyableandmotivating.

Fromabovereview,wecanfindoutthatbothCLTandTBLcaremuchaboutthecommunicativeandoralabilityofstudents.ThereareafewissueswhichareofhighlyimportanceinlearningspokenEnglish.OneisabouttheinputhypothesisofKrashen（1985）,whichpointsoutthatthereisaneedformeaningfulinputwhichwillengagelearnersinworkingwithlanguageatalevelwhichisslightlyabovetheircompetence.Hedge（2002）interpreted“meaningful”as“relevantandtopicaltolearnersandtheirinterest”or“realistic”.Soacomparablereal-worldtask,whichisanaturalpartofTLB,willbeveryusefultolanguagelearners,especiallyinoralEnglishlearningandteachersshouldprovidestudentstopicsthatareinterestingtostudentsandalsosuitableforacquisition.Anotherissuecomestotheroleofstudentsinactivities.AccordingtoWang（2004）,studentsarethecenteroftheclassroom.Theyshouldactivelymanagethelearningactivitiesandlearntocommunicatethroughcommunicating.Beside,sincecommunicativeapproachpaysmoreattentiontofluencythanaccuracy,errorsareanaturalpartoflanguagedevelopmentandshouldbetolerated.Teachersshouldnotinterveneinactivitiestocorrectthemistakesmadebystudentsingrammar,structuresorpronunciations.TeachersinCLTclassroomshouldeitherbeafacilitatorhelpingparticipantsgetwellthroughcommunicationoractasanindependentparticipant（Richards&Roger,1986）.

2.2Factorspromotinggoodcommunicativetasks

AsIhavementionedabove,CLTmainlyfocusesonthedevelopmentoffluencyratherthanaccuracy.Brumfit（1984）arguesthatfluencyactivitiesdevelopapatternoflanguageinteractionwithintheclassroomwhichisascloseaspossibletothatusedbycompetentper