英语论文大学英语口语教学之视听说教学法Word下载.docx

1、In recent years, under the background of globalization, the requirement of the society to the practical communicative capacity of English talents has been greatly improved. Just like what many entrepreneurs said, it is much harder to find someone competent than to find someone who majored in English

2、. With the development of audio-visual aids and electronic products, a new spoken English teaching method, audio-visual-spoken methodology is found, which is a method mainly in connection with spoken English teaching. Compared with conventional spoken English teaching, audio-visual-spoken teaching i

3、s a dynamic cognitive nonindividual body of language input, language absorption and language output, and possesses remarkable advantages on the improvement of the practical communicative capacity of students. Key words: Audio-visual-spoken method, practical communicative capacity, factual activities

4、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Acknowl

5、edgmentsFirst and foremost, I would like to express my heartfelt gratitude to my supervisor, Associate Professor Li Peng, both for her intellectual guidance and for her warm and constant encouragement during the process of writing this thesis. With patience and prudence, she labored through drafts o

6、f this thesis and pointed out defects in my theorizing. Therefore, I owe all the merits in this thesis, if any, to her, though I am fully aware that the thesis might still contain some mistakes, for which I bear the whole responsibility.My cordial and sincere thanks go to all the teachers in the Dep

7、artment of English, whose interesting and informative courses have benefited me a lot during my college years. The profit that I gained from their profound knowledge, remarkable expertise and intellectual ingenuity will be of everlasting significance to my future life and career.I am also very grate

8、ful to my classmates, who have given me a lot of help and courage during my stay in the University and throughout the process of writing this thesis. Last but not the least, big thanks go to my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually

9、 finishing this thesis.Contents中文摘要.1Abstract.1Acknowledgments.Introduction.4I The present and future application of audio-visual-spoken instruction in college spoken English teaching.4 The prospects of audio-visual-spoken instruction.5 The feasibility of audio-visual-spoken instruction in college s

10、poken English teaching.6A The development of audio-visual aids and materials provides spoken English teaching much convenience and prerequisite.7B. The new requirement of the society for talents is closely parallel with the aim of audio-visual-spoken instruction.7C The development of audio-visual ai

11、ds and materials provides spoken English teaching much convenience and prerequisite.11 The manageability and efficiency of audio-visual-spoken instruction.11A. The maneuverability11 B. The efficiency.12 Problems and tactics in audio-visual-spoken instruction.12A. Problems.12B. Tactics.14Conclusion.1

12、5Notes.16Bibliography.17Audio-visual-spoken Methodology in College Spoken English TeachingIntroduction In recent years, under the background of globalization, the requirement of the society to the practical communicative capacity of English talents has been greatly improved. Just like what many entr

13、epreneurs said, it is much harder to find someone competent than to find someone who majored in English. With the development of audio-visual aids and electronic products, a new spoken English teaching method, audio-visual-spoken methodology, which is a method mainly in connection with spoken Englis

14、h teaching, is found. Compared with conventional spoken English teaching, audio-visual-spoken teaching is a dynamic cognitive non-individual body of language input, language absorption and language output, and possesses remarkable advantages on the improvement of the practical communicative capacity

15、 of students.Audio-visual-spoken methodology, which applies the methods of electrified education to class, can provide students an excellent linguistic cognitive environment. By means of huge amounts of audio input and visual input, audio-visual-spoken methodology transmits all-around linguistic inf

16、ormation and nonlinguistic information to students, makes the learners feel the real meaning and aphetic function, promotes the linguistic absorption of the students, and detects and fosters the practical communicative capacity of the students by means of meaningful and real communicative activities

17、. The present and future application of audio-visual-spoken instruction in college spoken English teaching.In many universities, both the universities and the students do not pay much attention to the improvement of spoken English. In order to make sure how important the spoken English on the minds

18、of college students majored in English, I once made a stochastic non-tangible survey on audio-visual-spoken teaching. I stochastically investigated one hundred students majored in English in Sichuan International Studies University Chengdu Institution. The survey result shows that sixty-six informan

19、ts spend their main time and energy on listening; twenty informants are attracted by the frame and music; and only fourteen informants pay their main attention to spoken English. The survey indicates that the present application of audio-visual-spoken instruction in most universities lacks of the tr

20、aining of spoken capacity and can not exert the audio-visual-spoken instruction to the max on spoken English teaching. The three aspects of audio-visual-spoken methodology should be a dynamic cognitive non-individual body. Meanwhile, the three aspects are reciprocally beneficial to each aspect and c

21、an not solely exert its importance. Thus, the proportion of viewing, listening and speaking should have been scientifically and reasonably arranged. Only by this way, can the audio-visual-spoken methodology be an excellent method in college spoken English teaching. The prospects of audio-visual-spok

22、en instructionAudio-visual-spoken methodology was introduced to China from the United States in the 1980s, but until the last decade, with the development of modern information technology, more and more multi-media network technique is applied into classroom teaching, even into classroom teaching of

23、 spoken English. Multi-media technique is the technique that the computers interactively and synthetically deal with multi-media information including words, graphs, pictures, voice and video and so on., bring logical connection to many kinds of information, and make it a interactive system. The app

24、lication of multi-media technique in spoken English teaching reflects the following characteristics: 1） The display channels of information are diversified; 2） Pluralism of the sources of information; 3） Multi-media provides a bigger platform for the mode of autonomic learning and cooperative learni

25、ng of the students and makes the students easier to show their learning result; 4） Multi-media increases the interests and enthusiasm of the English learners.The key role of applying multi-media into spoken English teaching is instructional design. The teachers must begin with four aspects, situatio

26、n, cooperation, communication and meaning, and complete the analysis of instructional objectives, the creation of scene, collection of information and materials, arrangement of content and the design of the pattern of cooperative and interactively communicative learning.The popularity of personal co

27、mputer makes the audio-visual-spoken methodology a main trend in the field of college spoken English teaching. The plenty and popularity of multi-media devices also bring convenience of instructional design, teaching pattern and the selection of teaching material. Compared with the traditional text

28、books, the multi-media teaching material itself has many irreplaceable advantages. Most of the traditional text books used in spoken English classes are compiled decades ago and out of date. They are unattractive to both students and teachers and non-effective in spoken English teaching. On the cont

29、rary, the multi-media teaching material is attractive and interesting. In audio-visual-spoken methodology, the application of multi-media teaching materials can greatly increase the efficiency of spoken English teaching and learning. Audio-visual-spoken methodology is a multidimensional cognitive st

30、yle in which the teaching materials impact upon the students from viewing, listening and speaking. Moreover, the audio-visual-spoken methodology places great emphasis on practical communicative capacity and the imitation of native speakers. By means of participating in real communicative activities and imitating the voice