交际法在初中英语口语教学中的应用.docx

交际法在初中英语口语教学中的应用.docx

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交际法在初中英语口语教学中的应用

Abstract

Englishisagloballanguage,andiswidelyusedaroundtheworld.Therefore,Englishteachersfocusalotondevelopingstudents’abilityoforalEnglish.SinceNewCurriculumStandardwasputintoeffect,students’mainpositionsintheclassroomhavebecomemoreandmoreoutstanding.InEnglishteachinginmiddleschool,teachersneedtotrainstudents’abilitiesfromdifferentaspectssuchaslistening,speaking,readingandwritingratherthanjustfocusonthecollegeEntranceExaminationasbefore.Buttrainingstudents’oralEnglishabilitieshasnotbeengiventhesameattentioninmanymiddleschools.ThispapermainlyfocusesontheproblemsofcurrentoralEnglishteachinginmiddleschoolandanalyzesthecausesfromtheperspectivesofteachers’,students’andteachingenvironment’s.TheauthorputsforwardthattheapplicationoftheCommunicativeApproachintooralEnglishteachinginmiddleschoolcanpartiallyresolvethecurrentproblems.TheauthoralsointroducesthebasicprinciplesandstrategiesoftheCommunicativeApproach’simplementinoralEnglishteachinginmiddleschoolinhopethatitwillhelpstudentslayfoundationfortheirbetterdevelopmentinthefuture.

KeyWords:

oralEnglishteaching;middleschool;theCommunicativeApproach;communicativeactivities

摘要

英语是一个全球化的语言，在世界上的使用范围极其广泛。

因此，英语教师非常注重对学生口语能力的培养。

新课程标准实施以来，学生在课堂中的主体地位越来越突出。

在英语教育方面，要培养学生的听说读写各个方面的能力，而不只是像以前一样专注于升学考试。

但是在许多初中，训练学生的口语能力没有得到同等的重视。

本文主要针对现在初中英语口语教学存在的问题，从老师，学生及教学环境角度分析产生问题的原因。

作者提出在初中英语口语教学中应用交际法缓解现存问题的观点。

作者也介绍了交际法在初中英语口语教学中实施的基本原则和策略，希望这样可以为学生今后更好地发展奠定良好的基础。

关键词：

英语口语教学；初中；交际法；交际活动

Contents

TOC\o"1-3"\h\z\u1.Introduction1

2.MiddleSchoolStudents’PoorPerformanceinOralEnglish3

3.TheCausationofthePoorPerformance4

3.1FromTeachers’Perspective5

3.1.1BackwardTeachingIdeas5

3.1.2Teachers’lackofStrategies6

3.1.3Teacher-CenteredClassroom6

3.2FromStudents’Perspective6

3.2.1Students’lackofOpportunitiestoSpeakEnglish7

3.2.2Students’lackofConfidence7

3.3FromTeachingEnvironment’sPerspective7

3.3.1TooMuchFocusontheCollegeEntranceExamination8

3.3.2LargeStudentNumberinOneClassroom8

4.TheApplicationofCAtoMiddleSchoolOralEnglishTeaching8

4.1DefinitionoftheCommunicativeApproach9

4.2TheBasicPrinciplesinUsingCommunicativeApproach9

4.2.1ClassroomShouldBeLearner-Centered9

4.2.2ActivitiesShouldBeCreatedforCommunication10

4.3TheStrategiesinUsingCAinMiddleSchoolOralEnglishTeaching11

4.3.1StimulatingStudents’LearningMotivation12

4.3.2PromotingActivitiesOutsidetheClassroom12

4.3.3ExpandingCulturalBackgroundKnowledge13

5.Conclusion14

Bibliography15

TheApplicationofCommunicativeApproachtoMiddleSchoolOralEnglishTeaching

1.Introduction

Inrecentyears,Chinahasmoreandmoreopportunitiestocommunicatewithotherforeigncountries.Manyinternationalconferencesareheldsuccessfullyinourcountry.G20HangzhouSummithasconfirmedtheimportantpositionofChinaintheworld.Therefore,Englishisusedfrequentlyandwidely.Italsocanbeusedtocommunicateamongcountries.Learningitandmakingagooduseofitisdefinitelysignificanttoeveryoneofus.

Asalanguage,thefunctionofEnglishismainlytoexpress.ItcantransmitallkindsofinformationthroughoralEnglishinourdailylife,anditcanhelpustocommunicatewithforeigners.SoinEnglishteaching,ChineseMinistryofEducationhasperformedsomeeducationalreform.“TheoutlineofNine-YearCompulsoryEducationinJuniorMiddleSchoolEnglishTeaching”stipulatesthattheaimofEnglishteachinginmiddleschoolismakingstudentslearnthebasicEnglishknowledge,formingtheelementaryapplicationoftheEnglishabilityforcommunication,developingtheirhealthylearninghabitsandlayingafoundationtothefurtherstudybythetrainingoflistening,speaking,readingandwriting.SincethepromulgationoftheNewCurriculumStandard,teachingatschoolisnolongerlimitedtotheknowledgeinthetextbooks.Itmeansmorepartssuchasstudents’autonomiclearningandcommunicatingwiththeirschoolmates.AsformiddleschoolEnglishteaching,oralEnglishteachinghasbeenignoredinthepastfewyears.InoralEnglishteaching,thefrequently-usedmethodisstillreciting.Teachersdon’tgivestudentsenoughchanceforactiveinteractionsandspeaking.Therefore,theiroralabilityisinalowerlevelandstudentsmakelittleprogressinspeakingEnglish.Thisisnotgoodnewsforourcountry’sdevelopment.MostofmiddleschoolstudentsareafraidofspeakingEnglish.Theydon’ttrusttheirspokenabilitiesandareafraidofmakinganymistakewhenspeakingEnglish.Theycanonlywritebutcan’texpressorally.Therefore,“dumbEnglish”isaveryphenomenoninmiddleschool.Itisarealisticissuewhichteachersareveryworriedabout.Ontheonehand,studentsareconstrainedbythecollegeEntranceExaminationandthestressofproceedingwithfurthereducation.Theydon’thaveanyoralEnglishtest.Ontheotherhand,theycanceltheoralEnglishteachingbecauseofteachers’ignoranceandtimelimitation.What’sworse,studentshavenomethodtolearnoralEnglish,sotheyarenotwillingtostrengthentheirownabilitytostudy.Theylackofmotivation.Hence,oralEnglishteachinginmiddleschoolhasbeenachronicdiseaseanditisverydifficulttoovercome.

Withthebeginningofthecurriculumreform,therelationshipbetweenteachersandstudentshaschangedalot. Now,studentsarethecenteroftheclassroomteachingandthetargetofEnglishteachingistoestablishthecooperativeclass.Accordingtothis,aneffectivemethodoforalEnglishteaching,theCommunicativeApproach（CA）shouldbepopularizedwidelyinmiddleschool.TheresearchofCAhasgraduallybecomematureinthepastdecades.ItcanmakestudentsrecognizetheiroralEnglishabilitiesagaininrealcommunicatingscenes.TheywillclearlyunderstandtheirweaknessesinoralEnglish.WhenusingCAtodesignteachingactivities,studentscansolveoralEnglishproblemsandimprovetheiroralability.Imitatingrealdialoguescenescanmakestudentsfeeltheyenterthewesterncountriesandtheyareimmersedinthescene.StudentswillnaturallyexpresstheirthinkinginEnglish,andmaybetheyareencouragedbyotherclassmatesandteachers.CAmakesteachingenvironmentmorerelaxingthanbefore,andwillnotmakestudentshavepressureorfeeluncomfortable.Becausestudentsarestudyingandcommunicatingwiththepeoplewhotheyarefamiliarwith,theydon’tfacetheembarrassmentofhavingnothingtosaywhentalkingwithstrangers.Andeveniftheymakemistakes,noonewilllaughatthem.Everyonemakesmistakes,andtheyallhavechancestocorrectthemandbecomebetter.

Traditionalclassroomteachingisteacher-centered.Butnow,Englishclassroomturnstolearner-centered.Studentsneedtodosomepreviouslearningbythemselves.Theinnovativenessofeducationcurriculumdrivesdidactics’reformationandalsobringsthenewbeginningtooralEnglishteaching.ThispapermainlyanalyzesthecurrentproblemsoforalEnglishteachinginmiddleschoolandthereasonswhytheseproblemscomeintobeing,thengoesastepfurthertoproposetheusingofCAtoamelioratetheoralEnglishteachingproblems.Theviewpointisanalyzedfrommanydifferentaspects,andthemainpointofthispaperistryingtosolvetheproblemsandcreatingagoodrelationshipbetweenteachersandstudentstomakestudentslearnoralEnglishbythemselves.What’smore,theauthorgivessomereasonableadviceinoralEnglishteachinginmiddleschool’sfurtherdevelopmenttostimulatestudents’motivationinoralEnglishlearning.

2.MiddleSchoolStudents’PoorPerformanceinOralEnglish

Nowadays,withtheimplementofNewCurriculumStandard,studentsgraduallybecomethecenterofaclassroom,andteachersmostlyhelpstudentswiththeirtroubles.TheEnglishclassroomhaschangedalot.Inordertoenhancestudents’autonomouslearningandcooperativelearning,classroomteachingisnolongerasstifforchangelessasbefore;therearemanyopportunitiesforstudentstoexpresstheirfeelingsandtheirconfusions.However,wearestillexploringonhowtoachieveallthesethings,andtheteachingmethodisnotperformingforreal.Becausemostmiddleschoolshavenotchangedtheteachingpattern,studentsstillhavetoacceptwhatteachersteachandfollowtheirteacherstotakenotesandreadaloudafterteachers,whichisoneofthetraditionalwaysofteaching,andoflittleusetooralEnglishteaching.OralEnglishhadn’tdrawnpeople’sattentionuntiltheissueoftheNewCurriculumStandard,buttheabilityofstudents’oralEnglishisstillnotoptimistic.

Chinesestudentsinmiddleschoolcan’tavoid“dumbEnglish”althoughtheyhavelearntEnglishforalmosttenyears.Maybetheydon’texpresstheirideasinEnglishbecausethereisnolearningatmosphere.Indeed,inlearningalanguage,themostimportantthingisatmosphere. ButtheoralEnglishteachingnowisnotbasedonthecircumstanceofEnglish.EnglishteachersjustuseChinesetoteachintheclass,andtheyhardlyuseoralEnglishtocommunicatewiththeirstudents.Inaway,teachersregardrecitationasoralEnglishteaching.SchooleducationaimstopassthecollegeEntranceExamination,somanyschoolsdon’tpayattentiontotheintegrateddevelopmentofstudents.Theyonlyunilaterallyfocusonenrolmentrateandranking.Thereisnodoubtthatalltheselimitthestudents’growth.“Onlywhenstudentslearnhowtostudyandaregoodatstudycantheyshowtheirmotivationandcreativity.Andtheywillimprovelearningefficiency,speeduplearningprogressandstrengtheneducatingr