交际法在初中英语口语教学中的应用.docx

1、交际法在初中英语口语教学中的应用AbstractEnglish is a global language, and is widely used around the world. Therefore, English teachers focus a lot on developing students ability of oral English. Since New Curriculum Standard was put into effect, students main positions in the classroom have become more and more out

2、standing. In English teaching in middle school, teachers need to train students abilities from different aspects such as listening, speaking, reading and writing rather than just focus on the college Entrance Examination as before. But training students oral English abilities has not been given the

3、same attention in many middle schools. This paper mainly focuses on the problems of current oral English teaching in middle school and analyzes the causes from the perspectives of teachers, students and teaching environment s. The author puts forward that the application of the Communicative Approac

4、h into oral English teaching in middle school can partially resolve the current problems. The author also introduces the basic principles and strategies of the Communicative Approachs implement in oral English teaching in middle school in hope that it will help students lay foundation for their bett

5、er development in the future.Key Words: oral English teaching; middle school; the Communicative Approach; communicative activities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，

6、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ContentsTOC o 1-3 h z u 1. Introduction 12. Middle School Students Poor Performance in Oral English 33. The Causation of the Poor Performance 43.1 From Teachers Perspective

7、 53.1.1 Backward Teaching Ideas 53.1.2 Teachers lack of Strategies 63.1.3 Teacher-Centered Classroom 63.2 From Students Perspective 63.2.1 Students lack of Opportunities to Speak English 73.2.2 Students lack of Confidence 73.3 From Teaching Environments Perspective 73.3.1 Too Much Focus on the Colle

8、ge Entrance Examination 83.3.2 Large Student Number in One Classroom 84. The Application of CA to Middle School Oral English Teaching 84.1 Definition of the Communicative Approach 94.2 The Basic Principles in Using Communicative Approach 94.2.1 Classroom Should Be Learner-Centered 94.2.2 Activities

9、Should Be Created for Communication 104.3 The Strategies in Using CA in Middle School Oral English Teaching 114.3.1 Stimulating Students Learning Motivation 124.3.2 Promoting Activities Outside the Classroom 124.3.3 Expanding Cultural Background Knowledge 135. Conclusion 14Bibliography 15The Applica

10、tion of Communicative Approach to Middle School Oral English Teaching1. IntroductionIn recent years, China has more and more opportunities to communicate with other foreign countries. Many international conferences are held successfully in our country. G20 Hangzhou Summit has confirmed the important

11、 position of China in the world. Therefore, English is used frequently and widely. It also can be used to communicate among countries. Learning it and making a good use of it is definitely significant to every one of us.As a language, the function of English is mainly to express. It can transmit all

12、 kinds of information through oral English in our daily life, and it can help us to communicate with foreigners. So in English teaching, Chinese Ministry of Education has performed some educational reform. “The outline of Nine-Year Compulsory Education in Junior Middle School English Teaching” stipu

13、lates that the aim of English teaching in middle school is making students learn the basic English knowledge, forming the elementary application of the English ability for communication, developing their healthy learning habits and laying a foundation to the further study by the training of listenin

14、g, speaking, reading and writing. Since the promulgation of the New Curriculum Standard, teaching at school is no longer limited to the knowledge in the text books. It means more parts such as students autonomic learning and communicating with their schoolmates. As for middle school English teaching

15、, oral English teaching has been ignored in the past few years. In oral English teaching, the frequently-used method is still reciting. Teachers dont give students enough chance for active interactions and speaking. Therefore, their oral ability is in a lower level and students make little progress

16、in speaking English. This is not good news for our countrys development. Most of middle school students are afraid of speaking English. They dont trust their spoken abilities and are afraid of making any mistake when speaking English. They can only write but cant express orally. Therefore, “dumb Eng

17、lish” is a very phenomenon in middle school. It is a realistic issue which teachers are very worried about. On the one hand, students are constrained by the college Entrance Examination and the stress of proceeding with further education. They dont have any oral English test. On the other hand, they

18、 cancel the oral English teaching because of teachers ignorance and time limitation. Whats worse, students have no method to learn oral English, so they are not willing to strengthen their own ability to study. They lack of motivation. Hence, oral English teaching in middle school has been a chronic

19、 disease and it is very difficult to overcome.With the beginning of the curriculum reform, the relationship between teachers and students has changed a lot.Now, students are the center of the classroom teaching and the target of English teaching is to establish the cooperative class. According to th

20、is, an effective method of oral English teaching, the Communicative Approach (CA) should be popularized widely in middle school. The research of CA has gradually become mature in the past decades. It can make students recognize their oral English abilities again in real communicating scenes. They wi

21、ll clearly understand their weaknesses in oral English. When using CA to design teaching activities, students can solve oral English problems and improve their oral ability. Imitating real dialogue scenes can make students feel they enter the western countries and they are immersed in the scene. Stu

22、dents will naturally express their thinking in English, and maybe they are encouraged by other classmates and teachers. CA makes teaching environment more relaxing than before, and will not make students have pressure or feel uncomfortable. Because students are studying and communicating with the pe

23、ople who they are familiar with, they dont face the embarrassment of having nothing to say when talking with strangers. And even if they make mistakes, no one will laugh at them. Everyone makes mistakes, and they all have chances to correct them and become better.Traditional classroom teaching is te

24、acher-centered. But now, English classroom turns to learner-centered. Students need to do some previous learning by themselves. The innovativeness of education curriculum drives didactics reformation and also brings the new beginning to oral English teaching. This paper mainly analyzes the current p

25、roblems of oral English teaching in middle school and the reasons why these problems come into being, then goes a step further to propose the using of CA to ameliorate the oral English teaching problems. The view point is analyzed from many different aspects, and the main point of this paper is tryi

26、ng to solve the problems and creating a good relationship between teachers and students to make students learn oral English by themselves. Whats more, the author gives some reasonable advice in oral English teaching in middle schools further development to stimulate students motivation in oral Engli

27、sh learning.2. Middle School Students Poor Performance in Oral EnglishNowadays, with the implement of New Curriculum Standard, students gradually become the center of a classroom, and teachers mostly help students with their troubles. The English classroom has changed a lot. In order to enhance stud

28、ents autonomous learning and cooperative learning, classroom teaching is no longer as stiff or changeless as before; there are many opportunities for students to express their feelings and their confusions. However, we are still exploring on how to achieve all these things, and the teaching method i

29、s not performing for real. Because most middle schools have not changed the teaching pattern, students still have to accept what teachers teach and follow their teachers to take notes and read aloud after teachers, which is one of the traditional ways of teaching, and of little use to oral English t

30、eaching. Oral English hadnt drawn peoples attention until the issue of the New Curriculum Standard, but the ability of students oral English is still not optimistic.Chinese students in middle school cant avoid “dumb English” although they have learnt English for almost ten years. Maybe they dont exp

31、ress their ideas in English because there is no learning atmosphere. Indeed, in learning a language, the most important thing is atmosphere.But the oral English teaching now is not based on the circumstance of English. English teachers just use Chinese to teach in the class, and they hardly use oral

32、 English to communicate with their students. In a way, teachers regard recitation as oral English teaching. School education aims to pass the college Entrance Examination, so many schools dont pay attention to the integrated development of students. They only unilaterally focus on enrolment rate and ranking. There is no doubt that all these limit the students growth. “Only when students learn how to study and are good at study can they show their motivation and creativity. And they will improve learning efficiency, speed up learning progress and strengthen educating r