交际法.docx

交际法.docx

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交际法

毕业论文

交际法在中学英语教学中的应用

——以太原市尖草坪区第二中学为例

112101214

韩凯丽

外语系

学生姓名：

学号：

英语

系部：

武智英（讲师）

专业：

指导教师：

二〇一五年六月

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本人郑重声明：

本论文及其研究工作是本人在指导教师的指导下独立完成的，在完成论文时所利用的一切资料均已在参考文献中列出。

本人签名：

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交际法在中学英语教学中的应用

——以太原市尖草坪区第二中学为例

TheApplicationoftheCommunicativeApproachinEnglishTeachinginMiddleSchool——TakingNo.2MiddleSchoolofJiancaopingDistrictTaiyuanCityasanExample

摘要

随着中国与世界交流的增强，英语的交际功能已经成为英语教学的首要目的。

但是在我国的初中英语教学中，普遍存在过分追求考试的通过率，而忽视对学生的交际能力培养的问题。

而交际法注重发挥学生先天具有的学习和使用语言的能力，以学生为中心，以培养学生运用语言的交际能力为其最终目标。

交际教学法不仅能够使学生掌握外语的语法体系和语用规则,而且能够增强学生的感性认识以及语感，培养和提高学生具有在各种场合中进行有效的、得体的交际能力。

本文通过问卷的形式对交际法在太原市尖草坪区第二中学英语教学中的应用现状做了调查，通过分析发现该方法在实践应用中存在的一些问题，并尝试性地提出了一些具体的建议。

关键词：

交际法教学；初中英语教学；应用

Abstract

WiththeenhancementofthecommunicationbetweenChinaandtheworld,thecommunicativefunctionofEnglishhasbecomethemainpurposeofEnglishteaching.However,injuniorhighschoolsofChina,muchmoreattentionhasbeenpaidtothepassingrateofexaminationsratherthanthecultivationofstudents’communicativecompetence.TheCommunicativeApproach,astudent-centeredteachingmethod,playsanimportantroleindevelopingthestudents’innatecapabilityoflanguagelearningandlanguageusing,aimingattheacquisitionofthecommunicativecompetence.ThroughtheapplicationoftheCommunicativeApproach,studentscannotonlymasterthegrammarsystemandpragmaticruleofaforeignlanguage,butalsohaveahigherlevelofEnglishcommunicativecompetence.Itwillalsocontributetoenhancestudents’perceptualknowledge,senseoflanguage,cultivateandimprovetheirabilitytocommunicateefficientlyandappropriatelyinvariousoccasions.

Withaquestionnaire,asurveyisconductedonthestudentsfromNo.2middleschoolofJiancaopingDistrict,TaiyuanCitytolearntherealsituationofapplicationoftheCommunicativeApproachinEnglishteachinginmiddleschools.Basedontheanalysis,afewtentativesuggestionsareproposedtomaximizethepossiblebenefitsbroughtbytheCommunicativeApproach.

Keywords:

TheCommunicativeApproach;EnglishTeachinginMiddleSchool;Application

Contents

摘要I

AbstractII

1Introduction1

2TheCommunicativeApproach1

2.1DefinitionoftheCommunicativeApproach2

2.2CharacteristicsoftheCommunicativeApproach3

2.3PrinciplesoftheCommunicativeApproach4

2.4Theoreticalbackground5

2.4.1Hymes’theoryofcommunicativecompetence5

2.4.2CanaleandSwain’stheoryofcommunicativecompetence6

3Researchdesign6

3.1Purposeoftheresearch6

3.2Subjects7

3.3Datacollectionmethods7

3.4Datacollection7

4Dataanalysisanddiscussion7

4.1Dataanalysis7

4.2Limitations14

4.3Suggestions15

5Conclusion17

References19

Acknowledgements20

Appendix21

1Introduction

WiththeenhancementofthecommunicationbetweenChinaandtheworld,thecommunicativefunctionofEnglishhasbecomethemainpurposeofEnglishteaching.However,injuniorhighschoolsofChina,muchmoreattentionhasbeenpaidtothepassingrateofexaminationsratherthanthecultivationofstudents’communicativecompetence.TheCommunicativeApproach,astudent-centeredteachingmethod,playsanimportantroleindevelopingthestudents’innatecapabilityoflanguagelearningandlanguageusing,aimingattheacquisitionofthecommunicativecompetenceforthestudents.ThroughtheapplicationoftheCommunicativeApproachappliedbyteachers,studentscannotonlymasterthegrammarsystemandpragmaticruleofaforeignlanguage,butalsohaveahigherlevelofEnglishcommunicativecompetence.Itwillalsocontributetoenhancestudents’perceptualknowledge,senseoflanguage,cultivateandimprovetheirabilitytocommunicateefficientlyandappropriatelyinvariousoccasions.

ThispaperwillintruducetheapplicationoftheCommunicativeApproachinEnglishteachinginmiddleschool.

2TheCommunicativeApproach

TheCommunicativeApproach,anotherleapinthedevelopmentoflinguistictheoryintwentiethCentury,hasgreatlyenrichedthetheoryandmethodsoflanguageteaching.TheCommunicativeApproachhasalsobecomethebasicprinciplewhichhasbeenwidelyacceptedbythefieldoflanguageteachingofvariouscountries.[1]Especiallyinthepasttenyears,withtheresearchanddevelopmentofrelatedlinguistictheories,theCommunicativeApproachhasbeenfurtherdevelopedandimproved.SincetheCommunicativeApproachwasbroughtintoourcountryinthetwentiethcentury,itsbasictheoryhasbecomeoneofthemainstreamsthatinfluencethelanguageteachingmethodsinChina.Besides,ithasaprofoundinfluenceonourtraditionalforeignlanguageeducationandenablesustoseethelevelofforeignlanguageteachingdevelopmentintheworldandrealizeourexistingproblems.

2.1DefinitionoftheCommunicativeApproach

TheCommunicativeApproach,alsocalledCommunicativeLanguageTeaching,isinitiallycalledNotionalApproach,FunctionalApproachandNotionalFunctionalApproach.[2]Generally,somepeopleviewitasaforeignlanguageteachingmethod.Itwasproposedinthe1970sonthebaseofreflectivestructurallinguisticteachingmethodbytheBritishappliedlinguistics,whosebasicnotionconsistsofidea,function,andcommunication.Ideameanspeople’sthoughtstoexpressspace,time,sectionandlocation;functionistheeffectofexpressonesideas;communicationistheprocessandresultofusinglanguage.

Communicationistheexchangeofmessages,thoughtsorinformation.[3]Teachingmethodsmeanthewaysforteachersandstudentstodevelopteachingactivitieswhichpurposeonachievingtheteachinggoal.TheCommunicativeApproachisbecomingmoreandmorepopularwiththetheoryof“communicativecompetence”putforwardbyHymesafterthesociolinguistichasbecomeaseparatesubject.SyntacticStructures,writtenbyAmericanfamouslinguistN·Chomsky,waspublishedin1957.Thisbookchallengesthebehaviorismandstructuralismwhichhasinfluencedthelanguageteachingforalongtime.Chomskythinksthemodeofstimulus-reflection-strengthenofbehaviorismcannotexplainpeople’singenuityoflanguageusing,andmasteringalanguagedoesnotmeanmasteringthepronunciation,grammar,andvocabularywhichisacknowledgedbythestructuralism.Accordingly,CommunicativeCompetencewrittenbyHymesin1971putforwardthefamousconceptof“communicativecompetence”.Hebelievesthatthegenerallinguistictheoryshouldalsoincludethepartofcommunicationandculture.Heemphasizesboththelanguageknowledgeandtheabilitytouseit,boththestructuralaccuracyandtheappropriateness.Besides,BritishandAmericanEnglisheducatorsrepresentedbyWiddowsonandWilkinsalsorealizedthattheaudio-lingualmethodwhichwasratherpopularatthattimecannotimprovestudents’communicativecompetenceefficiently.TheybelievethatthecentreofEnglishteachingisthecultivationofcommunicativecompetenceratherthanthestructure.

Tosumup,itisbelievedthattheCommunicativeApproachisateachingmethodsystemwhichisbasedonthesociolinguisticandpurposesoncultivatingstudents’communicativecompetence.Itenablesstudentstolearnanduselanguagethroughcommunication,checkwhethertheirexpressingisrightandthencorrectbythemselves,achievetherealaccuracyincommunicationfinally.

2.2CharacteristicsoftheCommunicativeApproach

Inordertoimprovestudents’communicativeabilitywhentheyuselanguage,studentsareconsideredasthemainbodyinlanguageteachingaccordingtotheCommunicativeApproach.Intheprocessofteaching,vastamountoflanguageinformationisgivenaccordingtolearners’needs,andmanyclassactivitiesincludinggroupactivitiesandclassdiscussionsenablestudentstoparticipateinclassactivelyandcomprehendcompletelywhattheyaresupposedtoknow.TheCommunicativeApproachpursuitsthenatural,real,andnativelanguage,toleratesstudents’mistakesinlanguageusing.Italsopaysattentiontothestructuralfunctionoflanguageratherthanignorethegrammarteaching.[4]In1986,RichardsandRodgersputforwardthethreeprinciplesoftheCommunicativeApproach:

communicationprinciple,taskprinciple,andmeaningfulnessprinciple.Generally,thecharacteristicsoftheCommunicativeApproachareasfollows:

1）Classteachingpurposesonalloftheaspectsofcommunicativecompetence,notjustthelanguageitself.

2）Thecurriculumdoesnottaketheformasakeylink,butthefunction.Theformisdisplayedthroughthefunction.

3）Languageteachingfocusesonthefluencyratherthantheaccuracy.Thefinalevaluationstandardofcommunicationistheappropriateexpressionofmeaning.

4）StudentscanuselanguagecreativelyinclasswiththeCommunicativeApproach.

5）Emphasizeoncommunicativefactors,especiallycontextualfactorsinthesecondlanguageuse.Bothteachersandstudentsshouldrealizethatlanguagecannotbelearnedinisolation.

6）Languageteachingshouldbestudent-centeredandexperience-based.Students’needsshouldbeconsideredinlanguageteaching.

7）LearningbydoingisencouragedinEnglishclass.Teachersshouldencouragestudentstolearninmeaningfulcommunication.

8）Nativelanguagecanbeusedinappropriateoccasionsifitcanhelpstudentswithlanguagelearning.

9）Teachingmethodsareflexiblewhichcanstimulatestudents’interest.

2.3PrinciplesoftheCommunicativeApproach

TheCommunicativeApproachisbasedonthetheoryofcommunicativecompetencewhichwasputforwardbyAmericanlinguistHymes,whobelievedthatcommunicativecompetenceisnotallaboutlanguageknowledge,butalsotheabilitytouselanguage,especiallytheappropriatenessinusinglanguage.TheCommunicativeApproachfocusesonthelearnin