Situational Language Teaching.docx

Situational Language Teaching.docx

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SituationalLanguageTeaching

AComparativeStudyofSituationalLanguageTeachingandCommunicativeLanguageTeachinginTeachingOralEnglish

Contents

Abstract（English）………………………………………………………………………...2

摘要………………………………………………………………………………..…..3

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

Chapter1ProblemsinteachingoralEnglishtohighschoolstudents.………………...5

1.1GettingstudentsinvolvedinoralEnglishclass…………………………………5

1.2ContentstobetaughtinoralEnglishcourse…………………………………...6

ChapterTwo.BriefintroductionofSLTandCLT………………………………………7

2.1SituationalLanguageTeaching…………………………………………….…...7

2.2CommunicativeLanguageTeaching……………………………………………8

2.3ComparisonofthefeaturesofSLTandCLT…...………………………………9

ChapterThreeApplicationofSLTandCLTinteachingoralEnglishtohighschoolstudents……………………………………………………………………………………14

Conclusion…………………………………………………………………………………13

Reference………………………………….………………………………………………14

Abstract

Inordertoimprovetheabilitiesofthestudents’communicationinEnglish.IpracticethismethodinmyteachingtocombineSituationalLanguageTeachingwithCommunicativeLanguageTeaching.AndthisthesiswillnarratewhatIhavestudied.

UsingSituationalLanguageTeachingandCommunicativeLanguageTeachingjointlyinteachingoralEnglishtohighschoolstudentscangetthebesteffect.CommunicativeLanguageTeaching（CLT）andSituationalLanguageTeaching（SLT）aregivenmostconsiderationandareadvocatedtocomplementorevenreplacethetraditionalGrammar-TranslationMethod.Butweshouldalsobeawarethatnewmethodsandapproachesmighthavelimit.Weshouldadaptteachingapproachescreativelytofitintoourownteachingpractices.

BycreativelyadoptingCLTandSLTprinciplesandactivities,anoralEnglishteachermaybeabletosolveproblemsinvariousteachingsituations.BothSLTandCLTcanbeusedtoteachoralEnglish,butweneedtocomparethem,evaluatethemandadaptprinciplesthatsuittoourownteachingsituationbest.Similartolearningalanguage,wecanfindthebestteachingmethodforourselvesonlythroughtrialanderror.Constantlycheckingstudents’progressandadjustingteachingstrategiesarenecessarywhenweareapplyingteachingapproaches.Everyteachershallfindabestteachingmethodforhimselfthatwillgivestudentsmostbenefits.

Keywords:

SLTCLTcomparisonapplication

论文摘要

将情景反应和交际用语有机地结合起来应用在中学英语教学的口语教学上实践证明能够取得很好的效果。

它已被视为传统教学法的极为有效的补充，甚至在一定程度上可以代替传统的教法-----翻译教学法。

但是我们也应该注意到任何新的方法和途径都有其局限性，应该创造性地运用这些教学法以便更好地适合自己的教学。

创造性地接受情景反应和交际用语方法的规则和活动，英语口语教师就能够解决各种在教学中出现的问题，例如：

学生不愿开口说英语等等。

然而，没有任何一种教学法能够有效地用在基础教学中，我们必须提炼其精髓并富有创造性地把它们应用到自己的教学中去。

情景反应和交际用语都能运用到口语教学中去，但要对其进行比较、分析，去其糟粕，取其精华，正如学习一样，教学也应不断地在实践中总结出最佳的教学方法。

关键词：

情景反应,交际用语,比较,运用

Introduction

Theteachingofforeignlanguageshasevolvedformanycenturies.Differentteachingapproachesandmethodshavebeendevelopedbylinguistsandlanguageteachers,especiallyinthetwentiethcentury.ChineseforeignlanguageteachersandlinguistsalsodevelopedandintroducedsometeachingapproachestotheteachingofEnglishinChina.AmongtheteachingmethodspracticedinChina.SituationalLanguageTeaching（SLT）andCommunicativelanguageTeaching（CLT）aregivenmostconsiderationandareadvocatedtocomplementorevenreplacethetraditionalGrammar-TranslationMethod.TeachersofforeignlanguagesinChinahaverealizedthedrawbacksoftheGrammar-TranslationMethodandareeagertofindabettersubstitute,butweshouldalsobeawarethatnewmethodsandapproachesmighthavelimitations.Weshouldadaptnewteachingapproachescreativelytofitintoourownteachingpractices.ThepapermainlyconcernstheproperapplicationoftheabovetwoapproachesinteachingoralEnglishtohighschoolstudents.Thispapermainlytalksaboutitinthefollowingparts:

I．ProblemsinteachingoralEnglishtohighschoolstudents

1.1GettingstudentsinvolvedinoralEnglishclass

1.2ContentstobetaughtinoralEnglishcourse

II.introductionofSLTandCLT

2.1Situationallanguageteaching

2.2Communicativelanguageteaching

2.3ComparisonofthefeaturesofSLTandCLT

III.ApplicationofSLTandCLTinteachingoralEnglishtohighschoolstudents

Chapter1

ProblemsinteachingoralEnglishtohighschoolstudents.

TherearetwomajorproblemsinteachingoralEnglish.OneishowtoencouragestudentsspeakmoreEnglishintheclass,andtheotheroneiswhatshouldbetaughttotheminanoralEnglishcourse.

1.1GettingstudentsinvolvedinoralEnglishclass

MotivationsforstudentstolearnoralEnglisharemostly“intrinsic”,thatis,theyareeagertolearn‘somethingusefulandpracticalinEnglish’fortheirownsakeinsteadofforpassingexams,althoughitisarequirementthattheyattendtheoralEnglishcourse.TheyareboredofthetraditionalGrammar-TranslationMethod,andareeagertoexperiencesomethingoriginaltotheminanoralEnglishclass.TheyhavelearnedEnglishmainlyforthepurposeofpassingexamsinsteadofforcommunicatingwithothers,andtheyarequiteknowledgeableingrammar.However,theirfluencyinoralEnglishismuchworsecomparedtotheirabilityinwriting,aswecanseefromthedifferenceofreadingapreparedwrittenspeechandimprovisingamucheasierconversation.

Infact,fewofthemdaretospeakEnglishduringtheclasses.Theyknoweverywordorphrasetheyneedtouseandeverygrammarpointtheyaretofollow,however,theonlyproblemisthattheycan’texpressitorally.TheyalreadyhavemotivationandinterestinlearningandpracticingoralEnglish,andthenitistheteacher’sresponsibilitytohelpthemtotakethefirststepinpracticingoralEnglish.Students’activeinvolvementinclassroomactivitiesisthebasisoforganizingasuccessfuloralEnglishclass,andthusitrequirestheteachertouseamorestudent-orientedteachingapproach.Therefore,itissuggestedthatafewclassesshallbedevotedtowarmingupandgettingstudentsactivelyinvolvedinoralEnglishclass,andthusitrequirestheteachertouseamorestudent-orientedteachingapproach.Therefore,itissuggestedthatafewclassesshallbedevotedtowarmingupandgettingstudentsactivelyinvolvedinoralEnglishclasses,soastosetupthefoundationforsuccessinfollowingclasses.CommunicativeLanguageTeachingApproachcanbepreferablyusedtogainfluencyinspeakingEnglishtowardsthisend.

1.2ContentstobetaughtinoralEnglishcourse

AdilemmaforanoralEnglishteacheriswhattobetaughtinthiscourse.ItisarguedthatEnglishlearnersinChinashouldemphasizetheverticalaspectratherthanthehorizontalaspectinlearningandpracticingoralEnglish,thatistosay,onthehorizontalaspectinlearningandpracticingoralEnglish,namely,ontheconditionoflimitedtimeandenergy,anEnglishlearnershalllearnmoreexpressionsoncompleteandvarioustopicsconcerninghispresentorfuturefieldofworking,ratherthanlearningeverypossibleexpressiononthesametopic,suchassayinghellotoaforeigner.Thecontentshallbearrangedaccordingbothtodifficultyandtotopics.SituationalLanguageTeachingApproachcanbeusedinexplainingnewpointstostudents,whileCLTactivitiescanbeadoptedtopracticefluency

Chapter2

BriefintroductionofSLTandCLT

TohaveabetterideaofwhyandhowSLTandCLTcanbeusedinsolvingtheaboveproblems,weshallfirsthaveathoroughunderstandingoftheseteachingapproaches.RichardsandTheodore（1988）giveabestsummaryofteachingapproachesintheirbookApproachesandMethodsinLanguageTeaching.SinceteachingoralEnglishisthemainconcernofthispaper,wewillmainlyfocusontheaspectofteachingspokenEnglishbyusngthesetwoapproaches.Abriefsummaryisasfollows;

2.1Situationallanguageteaching

Acquiringlinguisticdataisnotsufficientbecausethesceneisnotalinguisticone,wewillmeetdifferentobjectsandeventswhicharepresentatthemomentofcommunication.InthisrespectHallidayremarks“whenweacquireourprimarylanguage,wedosobylearninghowtobehaveinsituations,notbylearningrulesaboutwhattosay”.

Thesituationallanguageteachingapproachjustfollowsthisrule.Situationallanguageteachingwasoriginallycalledoralapproach,whichwasdevelopedbyBritishappliedlinguistsfromthe1930’sto1960’s,andithasprovidedguidancetomanywell-knownEFL/ESLtextbooksandcourses,includingNewConceptEnglishwrittenbyAlexander,whichisstillusedinChinaandknownbyalmosteveryChineseEnglishlearner.

ThetheoryoflearningunderlyingSituationLanguageTeachingisbehaviorism,addressingmoretheprocesses,thantheconditionsoflearning.

RichardsandRodgerssummarizedthemaincharacteristicsoftheapproachasfollows:

1.Languageteachingbeginswiththespokenlanguage.Materialistaughtorallybeforeitispresentedinwrittenform.

2.Thetargetlanguageisthelanguageoftheclassroom.

3.Newlanguagepointsareintroducedandpracticedsituational.

4.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.

5.Itemsofgrammararegradedfollowingtheprinciplethatsimpleformsshouldbetaughtbeforecomplexones.

Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished.SituationalLanguageteachingusesastructuralsyllabusandawordlist.Structuresarealwaystaughtwithinsentences,andvocabularyischosenaccordingtohowwellitenablessentencepatternstobetaught.Thepracticetechniquesemployedgenerallyconsistofguidedrepetitionandsubstitutionactivities,includingchorusrepetition,dictation,drills,andcontrolledoral-basedreadingandwritingtasks.

Since