情景教学法在中学英语口语教学上的应用英语论文.docx

1、情景教学法在中学英语口语教学上的应用英语论文XXXX大学本科毕业论文（设计）任务书编 号： 论文（设计）题目： 情景教学法在中学英语口语教学上的应用 学院： XXX学院 专业： 英语教育 班级： XXX级英语教育X班 学生姓名：XXX 学号： XXXXXXXX 指导教师： XXX 职称： 教授 1、论文（设计）研究目标及主要任务本论文的研究目标是总结有关中学英语口语教学以及情景教学法的国内外研究及其在中学英语口语教学中的应用。其主要任务是通过分析情景教学法的作用指导中学英语口语教学。2、论文（设计）的主要内容 本论文分为四章，第一章介绍该研究的背景、目的及论文的设计，第二章介绍口语教学的国内外

2、研究，第三章介绍情景教学法的国内外研究，最后一章讨论了情景教学法在中学英语口语教学上的应用。3、论文（设计）的基础条件及研究路线本论文的基础条件是不同的语言学家及教育学家对情景教学法的研究结果。研究路线是对情景教学法的应用从不同的角度进行阐述，并将其分别应用在中学英语口语教学实践中。4、主要参考文献Krashen, S.D. 1982. Principles and Practice of Second Language Acquisition. Oxford: Pergamon Press. Nunan, D. 1989. Designing Tasks of the Communicati

3、ve Classroom. Cambridge: Cambridge University Press.杭理. 2009. 初中英语口语教学现状与研究策略.考试周刊第40期, 123-25.龙文珍. 2003.中学英语情景教学的设计与运用. 上海: 华东师范大学.李吉林. 2006.情境教学实验与研究. 北京: 人民教育出版社.5、计划进度阶段起止日期1确定初步论文题目3月16日前2与导师见面，确定大致范围，填开题报告和任务书，导师签字3月16日-3月23日3提交论文提纲3月23日-3月30日4交初稿和文献综述3月30日-4月20日5交终稿和评议书5月8日前指 导 教师： 年 月 日教研室主任

4、： 年 月 日注：一式三份，学院（系）、指导教师、学生各一份XXXX大学本科生毕业论文（设计）开题报告书 XXX 学院 英语教育 专业 2XXX 届学生姓名XXX论文（设计）题目情景教学法在中学英语口语教学上的应用指导教师XXX专业职称 XX所属教研室英语高年级教研室研究方向英语教学法课题论证：从国内外各个研究等方面论证情景教学法的作用及其在中学英语口语教学中的应用。方案设计：第一章介绍该研究的背景、目的及论文的设计，第二章介绍口语教学的国内外研究，第三章介绍情景教学法的国内外研究，第四章讨论了情景教学法在中学英语口语教学上的应用。进度计划：3月16日前确定初步论文题目 3月23日前写开题报告

5、、任务书3月30日前提交论文提纲4月20日前提交初稿和文献综述5月8日前交终稿和评议书指导教师意见： 指导教师签名： 年 月 日教研室意见： 教研室主任签名： 年 月 日XXXX大学本科生毕业论文（设计）文献综述Literature ReviewSpoken language was the most frequently used communication tool for humans. Teachers in middle schools should attach importance to oral English teaching and improve the students

6、 communicative ability (Zhu Minghui, 2009).Oral English has some features. Firstly, external language expression and internal language thinking are synchronous. Secondly, spoken language is situational. Even for the same topic and content, there are different expressions. Thirdly, spoken language is

7、 loose. In order to make the listener understand easily, people tend to use simple structure (Zhou Xiaoqing, 2012).Oral English teaching is a curriculum which let students learn spoken knowledge and skills. Oral English teaching is an element of English teaching. Through the teaching students can co

8、mmunicate with others in English (Guan Xulan, 2011).Oral English teaching has some theoretical bases. Firstly, cognitive learning theory is to explore the law of learning theory through studying the cognitive process. It insists that human is the subject of studying and learn actively. At first, act

9、ivity is the medium of peoples knowledge of the external world. The purpose of education is to make students create not repeat. (Jean Piaget, 1970) Secondly, second language acquisition is also the basis of oral English teaching. S.D.Krashens language acquisition theory includes five hypotheses: the

10、 acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the affective filter hypothesis and the nature order hypothesis. In S.D.Krachens mind, only when learners get comprehensive input which is a little higher than his or her present language level and learners can focus his

11、 or her attention on comprehension of meaning not form, can the learner gain language acquisition. If the present level of learners is called “i”, the input “i + 1” can improve the learners acquisition. Thirdly, the theory of constructivism is of instructional effect to oral English teaching. Constr

12、uctivism is a branch of cognitive psychology school. One of its key concepts is schematism which refers to perception of understanding and ways of thinking. Schematism is the origin and core of cognitive structure or the foundation of people getting knowledge of events.In recent years, scholars in C

13、hina have done a lot of researches in oral English. In the 1990s, the scholars have explored the situation and problems of oral English teaching from the perspectives of culture shock, teachers quality, emphasis degree and students psychological barriers, etc ( Kang & Lu, 1998). Wen (2001) and Liu (

14、2002) have carried out surveys and gave suggestions for the theory and practice of oral English teaching from the backwash effect of the National Spoken Test. Yang (2002) has called for the evaluation of oral proficiency, careful actions in the design of tasks and the application of communicative st

15、rategies as well as for the balance between the time distribution of peer talk and teacher talk, between the center on form and on meaning.Actually listening, speaking, reading and writing are inextricably linked. One of the main teaching principles of Communicative teaching methodology is to regard

16、 the skills of listening, speaking, reading and writing as comprehensive language activity and put speaking and reading and writing in the equally important places (Zhao, 2011).American social linguists Hymes have put forward the concept of “communicative competence” according to Chomskys linguistic

17、s competence. Communicative competence could be understood as the application of potential language knowledge and ability. In Hymes mind, communicative competence should consider four aspects. Firstly, the speaking should be grammatically correct. That is right in form. Secondly, the speaking should

18、 be suitable. Thirdly, the speaking should be appropriate. Fourthly, the speaking should emerge in real life. In the twentieth century, Baker (1924) has suggested that English teaching should include not only grammar and writing but also language as a tool for communication in the social context. Or

19、tega and Norris both have paid attention to issues about oral production. Ortega has offered a different view of relationship between projecting and second language oral production from the standpoint of art. She calls for multiple sources of data and analysis to make guidance for second language us

20、e inside and outside the classroom.It is remarkable of the number of creative activities designed by many scholars over the last fifteen years. These activities are useful to improve learners communicative competence and they have changed the teaching of oral skills (Kransch, 1993). He emphasized th

21、e great importance of oral English and appreciated the development of oral English teaching. According to English scholar Hornbys thoughts (1981), situational teaching approach means that the teachers create some concrete and vivid teaching situations purposefully during the class to help the studen

22、ts gain knowledge and develop skills. He insisted the teachers should introduce new vocabulary and sentence structure to the students first to prepare for understand the article and then deal with the article when they apply the situational teaching approach. Yu Yao (2003) expressed her idea about s

23、ituational teaching approach. Her definition about the situational teaching method originates from Firths linguistic theory “language has its meaning according to language background and context”. She has the opinion that the students can express their ideas imitating the similar sentences in the si

24、tuation, communicate with other students emotionally and master language structures.Anderson (1996) have pointed out that the most obvious characteristic of situational teaching approach is “to help the students to learn language knowledge on the carrier of the true language situations”. Specificall

25、y, Zhang Qingying (2005) came up with several features of situational teaching approach. Firstly, situational teaching approach has the characteristic of audio-vision and vividness. Yu Yao (2003) thought “the situation is the concrete scene and occasion where language exists”. Secondly, situational

26、teaching approach has the characteristics of symmetry of emotion and perception. Zhang Qingying thought that learning process is the process of interaction of students emotion and perception. Thirdly, situational teaching approach has the characteristics of putting education and enjoyment together.

27、In China, the situational teaching approach originates from English Language Teaching established by Zhang Shiyi in 1948. Zhang Jianzhong has also made contribution to the development of situational teaching approach. Zhang Jianzhong and Yu Hongzhen (2000) thought situation is an important factor th

28、at influences the effect of English teaching. Wang Yanping and Zhang Jing (2003) have also explored the situational teaching approach. In the article, the Integration between Situated Cognition Theory and English Language Teaching, they pointed out that the students should learn in real environment

29、and learning tasks can not be far away from true situations. Long Wenzhen (2003) also indicated that in concrete situations students understand the passed information and their desire of expressing their thoughts is inspired. Thus the ability of expressing ideas using English is improved.In foreign

30、countries, linguists and educators have researched the effect of situational teaching approach on teaching extensively and deeply.Dewey values situational teaching approach much. He is the first person to use situational teaching approach in education. In his mind, the process of teaching is the pro

31、cess in which teachers should create situations to inspire students learning motivation. He has developed the theory and practice of situational teaching approach.Firth and Halliday (1974) researched situational teaching approach in oral English class. They thought that situational teaching is to pr

32、esent teaching materials by object, pictures, acting and multimedia. It makes students get more perceptual cognitions and express and react well outside the classroom.Literature review includes reviews of oral English teaching and reviews of situational teaching approach. It presents the definitions of oral English teaching and situational teaching approach and some researches on oral English teaching and situational teaching approach.