英语论文大学英语口语教学之视听说教学法.docx

英语论文大学英语口语教学之视听说教学法.docx

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英语论文大学英语口语教学之视听说教学法

Audio-visual-spokenMethodologyinCollegeSpokenEnglishTeaching

大学英语口语教学之视听说教学法

ThesisStatement:

Nowadays,withthedevelopmentofaudio-visualaidsandmaterialsandthenewrequirementsofsocietyfortalents,audio-visual-spokeninstructionisbecomingafeasible,manageable,efficientandpromisingteachingmethodforcollegespokenEnglishteaching.

Abstract

Inrecentyears,underthebackgroundofglobalization,therequirementofthesocietytothepracticalcommunicativecapacityofEnglishtalentshasbeengreatlyimproved.Justlikewhatmanyentrepreneurssaid,itismuchhardertofindsomeonecompetentthantofindsomeonewhomajoredinEnglish.Withthedevelopmentofaudio-visualaidsandelectronicproducts,anewspokenEnglishteachingmethod,audio-visual-spokenmethodologyisfound,whichisamethodmainlyinconnectionwithspokenEnglishteaching.ComparedwithconventionalspokenEnglishteaching,audio-visual-spokenteachingisadynamiccognitivenonindividualbodyoflanguageinput,languageabsorptionandlanguageoutput,andpossessesremarkableadvantagesontheimprovementofthepracticalcommunicativecapacityofstudents.

Keywords:

Audio-visual-spokenmethod,practicalcommunicativecapacity,factualactivities

摘要

近年来，在全球化的背景下，社会对英语人才口语交际能力的要求大幅提高，传统的英语口语教学的培养模式已经无法满足社会对英语口语人才的需求。

也正如许多企业家所说的那样：

会几句英语的人很多，但要想找到胜任的口语人才却很难。

随着视听教学设备和音像电子产品的发展，一种新的英语教学法——视听说教学法诞生。

它是一种结合了视听法，听说法，情景法等多种现代英语教学法的新型英语教学方法，也是一种主要针对口语教学的教学方法。

视听说教学是一个语言输入、语言吸收和语言输出的动态认知连续体，相对于传统的英语口语教学，它在提高学生英语实际交际能力方面具有显著的优势。

关键词：

视听说教学法，实际交际能力，真实性活动

Acknowledgments

Firstandforemost,Iwouldliketoexpressmyheartfeltgratitudetomysupervisor,AssociateProfessorLiPeng,bothforherintellectualguidanceandforherwarmandconstantencouragementduringtheprocessofwritingthisthesis.Withpatienceandprudence,shelaboredthroughdraftsofthisthesisandpointedoutdefectsinmytheorizing.Therefore,Ioweallthemeritsinthisthesis,ifany,toher,thoughIamfullyawarethatthethesismightstillcontainsomemistakes,forwhichIbearthewholeresponsibility.

MycordialandsincerethanksgotoalltheteachersintheDepartmentofEnglish,whoseinterestingandinformativecourseshavebenefitedmealotduringmycollegeyears.TheprofitthatIgainedfromtheirprofoundknowledge,remarkableexpertiseandintellectualingenuitywillbeofeverlastingsignificancetomyfuturelifeandcareer.

Iamalsoverygratefultomyclassmates,whohavegivenmealotofhelpandcourageduringmystayintheUniversityandthroughouttheprocessofwritingthisthesis.

Lastbutnottheleast,bigthanksgotomyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisthesis.

Contents

中文摘要………………………………………………………………...………’’’…1

Abstract……………………………………………………………………………….1

Acknowledgments..………………………………………………………………...…

Introduction………………………………….………………………………………...4

IThepresentandfutureapplicationofaudio-visual-spokeninstructionincollegespokenEnglishteaching……………………………………………………………………………….4

Theprospectsofaudio-visual-spokeninstruction…………………………………………….5

ⅢThefeasibilityofaudio-visual-spokeninstructionincollegespokenEnglishteaching……….6

AThedevelopmentofaudio-visualaidsandmaterialsprovidesspokenEnglishteachingmuchconvenienceandprerequisite………………………………………………………..7

B.Thenewrequirementofthesocietyfortalentsiscloselyparallelwiththeaimofaudio-visual-spokeninstruction………………………………………………………….7

CThedevelopmentofaudio-visualaidsandmaterialsprovidesspokenEnglishteachingmuchconvenienceandprerequisite……………………………………………………….11

ⅣThemanageabilityandefficiencyofaudio-visual-spokeninstruction………………………..11

A.Themaneuverability………………………………………………………………………11

B.Theefficiency…………………………………………………………………………….12

ⅤProblemsandtacticsinaudio-visual-spokeninstruction……………………………………..12

A.Problems………………………………………………………………………………...12

B.Tactics………………………………………………………………………………...…14

Conclusion……………………………………………………….………..………….15

Notes……………………………………………………………………………….....16

Bibliography……………………………………………………………………...…..17

Audio-visual-spokenMethodologyinCollegeSpokenEnglishTeaching

Introduction

Inrecentyears,underthebackgroundofglobalization,therequirementofthesocietytothepracticalcommunicativecapacityofEnglishtalentshasbeengreatlyimproved.Justlikewhatmanyentrepreneurssaid,itismuchhardertofindsomeonecompetentthantofindsomeonewhomajoredinEnglish.Withthedevelopmentofaudio-visualaidsandelectronicproducts,anewspokenEnglishteachingmethod,audio-visual-spokenmethodology,whichisamethodmainlyinconnectionwithspokenEnglishteaching,isfound.ComparedwithconventionalspokenEnglishteaching,audio-visual-spokenteachingisadynamiccognitivenon-individualbodyoflanguageinput,languageabsorptionandlanguageoutput,andpossessesremarkableadvantagesontheimprovementofthepracticalcommunicativecapacityofstudents.

Audio-visual-spokenmethodology,whichappliesthemethodsofelectrifiededucationtoclass,canprovidestudentsanexcellentlinguisticcognitiveenvironment.Bymeansofhugeamountsofaudioinputandvisualinput,audio-visual-spokenmethodologytransmitsall-aroundlinguisticinformationandnonlinguisticinformationtostudents,makesthelearnersfeeltherealmeaningandapheticfunction,promotesthelinguisticabsorptionofthestudents,anddetectsandfostersthepracticalcommunicativecapacityofthestudentsbymeansofmeaningfulandrealcommunicativeactivities.

ⅠThepresentandfutureapplicationofaudio-visual-spokeninstructionincollegespokenEnglishteaching.

Inmanyuniversities,boththeuniversitiesandthestudentsdonotpaymuchattentiontotheimprovementofspokenEnglish.InordertomakesurehowimportantthespokenEnglishonthemindsofcollegestudentsmajoredinEnglish,Ioncemadeastochasticnon-tangiblesurveyonaudio-visual-spokenteaching.IstochasticallyinvestigatedonehundredstudentsmajoredinEnglishinSichuanInternationalStudiesUniversityChengduInstitution.Thesurveyresultshowsthatsixty-sixinformantsspendtheirmaintimeandenergyonlistening;twentyinformantsareattractedbytheframeandmusic;andonlyfourteeninformantspaytheirmainattentiontospokenEnglish.

Thesurveyindicatesthatthepresentapplicationofaudio-visual-spokeninstructioninmostuniversitieslacksofthetrainingofspokencapacityandcannotexerttheaudio-visual-spokeninstructiontothemaxonspokenEnglishteaching.Thethreeaspectsofaudio-visual-spokenmethodologyshouldbeadynamiccognitivenon-individualbody.Meanwhile,thethreeaspectsarereciprocallybeneficialtoeachaspectandcannotsolelyexertitsimportance.Thus,theproportionofviewing,listeningandspeakingshouldhavebeenscientificallyandreasonablyarranged.Onlybythisway,cantheaudio-visual-spokenmethodologybeanexcellentmethodincollegespokenEnglishteaching.

ⅡTheprospectsofaudio-visual-spokeninstruction

Audio-visual-spokenmethodologywasintroducedtoChinafromtheUnitedStatesinthe1980s,butuntilthelastdecade,withthedevelopmentofmoderninformationtechnology,moreandmoremulti-medianetworktechniqueisappliedintoclassroomteaching,evenintoclassroomteachingofspokenEnglish.Multi-mediatechniqueisthetechniquethatthecomputersinteractivelyandsyntheticallydealwithmulti-mediainformationincludingwords,graphs,pictures,voiceandvideoandsoon.,bringlogicalconnectiontomanykindsofinformation,andmakeitainteractivesystem.Theapplicationofmulti-mediatechniqueinspokenEnglishteachingreflectsthefollowingcharacteristics:

1）Thedisplaychannelsofinformationarediversified;2）Pluralismofthesourcesofinformation;3）Multi-mediaprovidesabiggerplatformforthemodeofautonomiclearningandcooperativelearningofthestudentsandmakesthestudentseasiertoshowtheirlearningresult;4）Multi-mediaincreasestheinterestsandenthusiasmoftheEnglishlearners.

Thekeyroleofapplyingmulti-mediaintospokenEnglishteachingisinstructionaldesign.Theteachersmustbeginwithfouraspects,situation,cooperation,communicationandmeaning,andcompletetheanalysisofinstructionalobjectives,thecreationofscene,collectionofinformationandmaterials,arrangementofcontentandthedesignofthepatternofcooperativeandinteractivelycommunicativelearning.

Thepopularityofpersonalcomputermakestheaudio-visual-spokenmethodologyamaintrendinthefieldofcollegespokenEnglishteaching.Theplentyandpopularityofmulti-mediadevicesalsobringconvenienceofinstructionaldesign,teachingpatternandtheselectionofteachingmaterial.

Comparedwiththetraditionaltextbooks,themulti-mediateachingmaterialitselfhasmanyirreplaceableadvantages.MostofthetraditionaltextbooksusedinspokenEnglishclassesarecompileddecadesagoandoutofdate.Theyareunattractivetobothstudentsandteachersandnon-effectiveinspokenEnglishteaching.Onthecontrary,themulti-mediateachingmaterialisattractiveandinteresting.Inaudio-visual-spokenmethodology,theapplicationofmulti-mediateachingmaterialscangreatlyincreasetheefficiencyofspokenEnglishteachingandlearning.Audio-visual-spokenmethodologyisamultidimensionalcognitivestyleinwhichtheteachingmaterialsimpactuponthestudentsfromviewing,listeningandspeaking.Moreover,theaudio-visual-spokenmethodologyplacesgreatemphasisonpracticalcommunicativecapacityandtheimitationofnativespeakers.Bymeansofparticipatinginrealcommunicativeactivitiesandimitatingthevoice