毕业论文交际法在中学英语课堂的应用

《毕业论文交际法在中学英语课堂的应用》由会员分享，可在线阅读，更多相关《毕业论文交际法在中学英语课堂的应用（23页珍藏版）》请在装配图网上搜索。

1、Xxx学院业论文题目：交际法在中学英语课堂的应用学生姓名：xxx学号：xxxx院系：外语学院专业：英语教育班级：07级本科（1）班指导教师：xxx讲师起止时间：2010年12月2011年05月（教务处制表）TheApplicationofCommunicativeApproachtoEnglishClassofMiddleSchoolbyxxxAThesisSumbmittedtotheSchoolofForeignLanguagesinPartialFullfilmentoftheRequirementsfortheDegreeofBachelarofArtsShaoguanUniversi

2、tyApril26,2011诚信声明我，刘云霞，郑重宣布：除了参考文献所标明引用的资料和内容之外，本论文中不包含有任何已经被其他高等教育机构所接受的学位或学历论文资料，也不包含有其他任何人已经正式出版的资料内容。本人完全意识到本声明的法律后果由本人承担。签字：日期：年月日DeclarationofAcademicIntegrityI,LiuYunxia,theundersigned,herebydeclarethatthisdissertationdoesnotcontainanymaterialwhichhasbeenacceptedfortheawardofanyotherdegreeor

3、diplomainanyinstitutionsofhigherlearningandthat,tothebestofmyknowledgeandbelief,thisdissertationdoesnotcontainanymaterialpreviouslypublishedorwrittenbyanotherperson,exceptwhenduereferenceismadeinthetextofthedissertation.Iamfullyawareofthelegalconsequencesofthisstatement.Signed:Date:交际法在中学英语课堂的应用摘要：在

4、中国，中学课堂教学仍旧采用传统教育模式应试教育,这就导致了学生出现高分低能的现象。中学阶段在整个学习英语过程中占着重要的位置是一个学生学习英语的关键时段。中学生学英语具有很多优势比如说在年龄、思维、心理上。(Mei,2004)。所以老师们很有必要更好的学习这一时期的英语教学法。本文介绍了交际教学法的相关理论知识，谈到了在中学英语教学中运用交际教学法的优势，并提出了运用交际教学法的许多建议。关键词：优势;交流;能力TheApplicationofCommunicativeApproachtoEnglishClassofMiddleSchoolAbstract:Nowdays，Chinesetra

5、ditionalEnglishteachingapproachinmiddleschoolsisleadedbyexamination，swhichiscausedChinesestudentshighmar，kbutlowability.Andstudentsstudyinmiddleschoolsistherealtime.MiddleschoolstudentshavemanyadvantagesinlearningEnglish,suchasage,ideationandpsychology(Mei,2004).SoitisusefulandnecessaryforChinesetea

6、chertolearneffectiveteachingapproachforEnglishteaching.ThispaperanalyzesthetheoryofCommunicativeApproach,thenecessityoflearningCommunicativeApproach,anddrawssomesuggestionontheapplicationofCommunicativeApproachproperly.Keywords:advantages;communicative;ability目录摘要iiiAbstractv1 Introduction12 Communi

7、cativeApproach12.1 Thedefinition22.2 FourSkills22.3 TwoVersions22.4 Twoprinciples32.5 TheNecessityofLearningCommunicativeApproach43 AdvantagesofEnglishTeachinginMiddleSchools53.1 AtAge53.2 InIdeation53.3 InPsychology64 WaystoApplyCommunicativeApproachtoPractice64.1 GettingRidoftheMisunderstanding74.

8、2 DesigningActivitiesintheClass84.3 StimulatingStudents9Interests4.4 ReformingEnglishTest104.5 Buildingaharmoniousteacher-studentrelationship114.6 TrainingStudentlitys11Abi4.7 FocusingonCommunicatingandTeachingApproach125 Conclusions14References15Acknowledgements15TheApplicationofCommunicativeApproa

9、chinEnglishClassofMiddleSchoolinChinaAuthor：LiuYunxiaMajor：EnglishEducationGrade：07Advisor：ZhuMinjieLecturer1 IntroductionWiththeglobalizationin21stcentury,theapplicationofEnglishbecomesauniversallanguage.ItisnecessaryforustouseEnglishnowandthen.Englishisarequiredcourseinmiddleschools.Soitisnecessar

10、yforaEnglishteachertotakeeffectiveteachingapproachinEnglishteaching.ButthetraditionalEnglishteachingapproachinChinaisguidedbytheexamination，emphasizesonstudentsvocabularyandgrammarlearningandhenceignorestrainingstudentscommunicativeability.ButitisimportantandusefulforstudentstocommunicateinEnglish.T

11、heconflictbetweenteachingapproachandteachingresultsrequiresmiddleschoolteacherstofindaneffectiveteachingapproachtotrainstudenstcommunicativeability,andsolvetheproblembetweenteachingandapplication.Communicativeapproachemphasizesoncommunication，soitcanimprovestudentscommunicativeaboilibtyviously.Commu

12、nicativeapproachhasappearedsince1950，andithasbeenwidelyacceptedandachievedalot，suchasimprovingthelisteningability,communicatingabilityandreadingability.ThisarticleanalyzestheadvantagesofcommunicativeapproachandtheapplicationinEnglishteachingofmiddleschools.CommunicativeApproachrequiresthatteachersho

13、uldtakereallanguageandrealscenetoteach,andadvocatesthatstudentsshoulduselanguageeverynowandthen.Basedonthis,wecanknowthattheapplicationofcommunicativeapproachcanimprovestudentscommunicativeability,canmeetthedemandofnowadayssociety,andcancreateexcellentcommunicativeability.2 CommunicativeApproach2.1

14、ThedefinitionCommunicativeapproachrecommendsthetheoryofteachinginaccordancewiththeprinciplethatthestudentsandteachersshouldfranklycommunicatewithothersusingthetargetlanguage.Itisagoodwaytoteachforeignorsecondlanguagewhichfocusesthatthegoaloflanguagelearningiscommunicativeability.TeachingmaterialsinC

15、ommunicativeapproachoftenteachthelanguagebyexpressingandunderstandingdifferentkindsoffunctions.TheapproachgoesafteraNationalsyllabusandfocusestheprocessesofcommunicationtocollectinformation,andapplylanguageforsocialinteractionwithothers.Soastoanswerwhatiscommunicativeapproach,wemayidentifyitatthefol

16、lowingthreeaspects.2.2 FourSkillsFourbroadfieldsofskillcansumupapersonscommunicativecompetence.(Littlewood,1981)(1)Thelearnermustachieveahighdegreeasalinguisticcompetence.(2)Thelearnermustmakeadistinctionbetweentheformsthathehasknownwellasectionofhislinguisticcompetenceandthecommunicativefunctionsth

17、attheyact.(3)Thelearnermustimproveskillsandstrategiesforusinglanguagetocommunicaterepresentingeffectivelyinspecificsituations.(4)Thelearnermustgetontothesocialmeaningoflanguagestyles.Ifwecouldreachthosefourskills,wecouldmakebetteruseofcommunicativecompetence.2.3 TwoVersionsTherearetwoversionsofcommu

18、nicativeapproach,oneistheweakversionofcommunicativeapproach,andtheotheristhestrongversion.(1)Theweakversion:ItstressestheimportanceofprovidinglearnerswithopportunitiesinusingEnglishforcommunicativegoalsandtypicallyattemptingtointegratesuchactivitiesintoabroadprogramoflanguageteaching.OnelearnstouseE

19、nglishintheweakversion.Intermsofwhathasbeendescribed,wegetthefactthatonelearnsEnglishforusing.Inotherwords,onlyonecanlearnEnglishwellfirstly,canhehavetheabilitytocommunicatewithotherpeople.Anyway,thisdescriptiondividestheEnglishlearningfromapproach.MostChinesejuniorEnglishteachersacclimatizethemselv

20、estoweakversionofcommunicativeapproach.Agreatnumberofteachersinteachingprocedurestillusethetraditionalteachingmethodinclass,andtheyonlyfocusonlanguagestructurelanguage.ThespecialistbelievesthatoneshoulduseEnglishtolearnit,whichshouldbereceivedinmiddleschoolEnglishteaching.(Stern,1999)(2) Thestrongve

21、rsion:Itcomesupwiththeclaimsthatlanguageisacquiredthroughcommunication.StudentsdontneedtopaytoomuchattentiontoEnglishlearning;andtheycouldlearnthegrammaticalprincipalsincommunicating.StudentsuseEnglishtolearnitwithinthisversion.2.4 TwoprinciplesAmongagreatdealprinciplesofcommunicativeapproach,therea

22、retwokindsofprinciples,whicharemoresignificantinChinasEnglishteaching.(1)CreatemorerealisticsituationThecurrentteachingmethodsdonfocustontherealworldsituationsandfailtotrainstudentsspontaneity.Moreactualsituationisrequiredinusingcommunicativeapproach.Thestudentscanhavetheopportunitytouseandtopractic

23、ethesortoflanguage,particularlythevocabularyrelatedtothatsituationbyputtingtheminactualsituation.Therefore,learnersarerehearsedforreallife.Moreover,whateverthesituationitis,theycanexpresswhattheywanttosay.Bycreatingtheactualsituationtheteacheraffordsthebestconditionsforlearning.Autonomouskindofcommu

24、nicativeinteractionrequiredforactingadutywiththecontextofsituationrelevanttotherealworld.Artificialconventionsandhandmadequestion-and-answersequencesareshortoftheflexible.Thiskindofclassroomteachingisntbasedontheirrealisticneedsandurgeslearnerstotalkaboutthingsthatarenotoftheirownchoice.Onthecontrar

25、y,theyaresuppliedastrictsetofguidedstructuresinisolation.Whentheyareconfrontedwiththereadtoproducethelanguageinconnectionwithaspecificsituation，thelearnersregularfailfortaughtinthisway.(2)Theclassshouldbestudents-centeredCommunicativeapproachrequiresthefocusofclassroombeshiftedfromtheteachertostuden

26、ts，whichisstudents-centered.Communicativeapproachrequirestheclassroominstructortoactasanassistantrole,tryingtokeepstressonthestudentsnotonhimandencouragingstudentstocommunicateamongthemselves.Ingenera，ltheruleismakeslearnerstobethemselves.Theteacherisaskedfor“leadfrombehind.Forexample,ifpossible,tea

27、chersshouldactmoreasadviserandparticipateintheinteractions.Thestudents-centeredprinciplefixestheroleandrelationshipbetweentheteacherandstudents.Inotherwords,thestudentsaretheleadroleincommunication,andtheteacherhelpsthestudentswithcommunicating.Theteachercanactasseveralrolesintheclass:hemanagesthecl

28、assactivities,devisesthesituationofcommunication,andalsoheactasanadviserguidingandsolvingthemattersincommunication.Meanwhile，theteachershouldbeacooperatorofcommunication-heparticipatesinthestudentscommunication.Certainly,thestudentsshouldputthemselvesintocommunicationenergetically.Bycommunicationthe

29、ycanlearnthetargetlanguage，andimprovetheirlisteningandspeakingability.2.5 TheNecessityofLearningCommunicativeApproachMeisaid,languagewasatoolofcommunication,wasalsothecarrierofculture,andthegoalofEnglishteachingwastotrainthestudentsandmadethemhaveabilitiestouselanguageinrealcontext(Mei,2004).Thatist

30、hecollectiveconsciousnessinthekingdomofEnglishteachingallovertheworld.ThenewversionEnglishteachingMaterialsrequestEnglishteacherstousecommunicativeapproachinclass,andgivetheirattentiontothecommunicativefunctionofEnglishteaching.CommunicativeapproachstressesthatEnglishteachingshouldusealotofcommunica

31、tiveactivities,makestudentspracticelisteningandspeakingfirstly,thendrillreadingandwriting.AgreatnumberofEnglishteachersgoalongwiththisteachingapproach.Communicativeapproachisbeneficialforstudentstocommunicatewitheachotherinrealconditions，andfocusesoncommunicativeability.Therefore，weshouldchangetheCh

32、inesetraditionalEnglishteachingapproachandusecommunicativeapproachinmiddleschools.ManyplacesinChinahaveEnglishcoursefromprimaryschools,andthestudentstakesixyearsEnglishstudyinmiddleschools.Intheconditionofeconomicglobalization,someoneevensaysthatEnglishteachingshouldbestartedfromchildhood.ThedutyofE

33、nglishteachinginprimaryschoolsischieflyaboutcultivatingtheinterestingofstudy.Itfocusesonusedailylanguage,anddoesntcarefortheforeignlanguagestructureandlanguagesystem.ThestudyperiodinmiddleschoolsisstudentsfundamentalanddevelopingperiodofEnglishlearning,andtheirstudyperiodinhighschoolsistheboostperio

34、dofEnglishlearning.TheyhavetwogoalsofEnglishteachinginmiddleschools.Firstly,EnglishteachinginthisperiodacquiresthestudentshaveknowledgeandsomeabilityinusingEnglish.Secondly,itmakesthestudentsbereadyforthefurtherEnglishstudyinhighschoolsandcolleges.3 AdvantagesofEnglishTeachinginMiddleSchoolsThereare

35、alotofadvantagesofEnglishteachinginmiddleschools.Ifwewanttostudythecommunicativeapproachwell,wehadbetterknowthemiddleschoolstudentsverywell.3.1 AtAgeDifferentstudentsindifferentagestageshavedifferentadvantagesforinEnglishteaching.Middleschoolstudentsaremostfrom11-17yearsold,andhaveobviousadvantagesi

36、nEnglishlearning.Firstly,theircognitiveabilitieshavebeenarrivedatahigherlevel.Then,theirabilitiesofimitationandtheirabilitiesofremembrancearestrong.Thirdly,theycanusemorelanguagecommunicativestrategiesthanchildrencanuse.MiddleschoolstudentwillbenefitfromtheseadvantagesinlearningEnglish.3.2 InIdeatio

37、nTheadolescentsfeelingandconsciousnessaresensitivel,etahreniirngbecomesstrongerandstronger,theirlogicalandabstractideationabilitiestakeupthemasterposition,andtheirideationofcommonlogicalideationhasbeenchangedtodialecticideation,theycanusemoretheoreticalideationtohandlethings,andtheirconsciousnessbec

38、omesmoreindependent,critical,andcreated.Theadolescentsstarttousecriticalattitudetoconsidertheirsurroundings.Middleschoolstudentshaveformedtheirownviewsandfondofsuspectinganddiscussing.Theirconsciousnessbecomesmoreandmoreperfectandhasbeenchangedfromthesingleoperationandsimpleoperationtotheabstractope

39、ration.Thatistosay,theycanbeindependenttothinkandlearn.Theybegintoknowhowtodisposecomplexinformationandrealstudymaterials.Languagereflectstheconsciousnessconcretely,andthewaytolearnEnglishreflectsthewesternconsciousmodel.Thewesternconsciousmodeldogoodtoanalysis,itconcernmoreonanalyzingthedetails,and

40、italsoputsemphasesontherelationshipbetweenindependentfunctionofeachcomponentanditsinteraction.InEnglishteaching,teachersshouldusevariouseffectivewaystoguidestudentstostudy.3.3 InPsychologyMiddleschoolstudentshavechangedalotbothinpsychologyandphysiology.Theirpsychologyischangedfromhalf-maturetomature

41、,andhasformedtheirownspecialcharacters,whichbenefittoEnglishlearning.Forexample:theybecomemoreactiveindailylife,theybecomeliketoshowthemselves,andtheyhavethecouragetoanswerteachersquestionsactively.Theyhavestrongcurioasnitdyconsciousness,andmanycognitiveinterests;theyalsoappearmuchpassiontoeverynewt

42、hings.Theyliketakingchallengesinstudy,andhavestrongambitionstowin.Theywouldliketoshowtheirtalenttoattractteachersandclassmatesattentaionndrecognition.Therearerichinemotion,andfullofpassion.Middleschoolstudentscanalsodogoodtocommunication.Theyhavetheirownopinionsandwaystocommunicate.Theycanrecognize,

43、evaluate,andcontrolthemselveswell,whicharegoodconditionsfortheacquirementofEnglishteaching.4 WaystoApplyCommunicativeApproachtoPracticeTheNationalSyllabusshowsthattheEnglishteachinginmiddleschoolsshouldemphasize“communicativeprinciple,cultureprinciple,andfunctionalprinciple，andrequirescultivatingEng

44、lishtalentswhocanuseEnglishtocommunicatefreelyateveryturn.TheNationalSyllabusalsoshowsthattrainingcommunicativeabilityisasignificanttargetofEnglishteaching.Withtheglobalizationin21stcentury,theapplicationofEnglishseemsmoreandmoreimportant.ItisusefulandnecessaryforustouseEnglishnowandthen.Weprovideso

45、mewaystosolvetheexistingproblemsinordertoapplythecommunicativeapproachmoreeffectively.4.1 GettingRidoftheMisunderstandingSincethecommunicativeapproachappearedforthefirsttime，ithadrevealeditsadvantages.WemetmanyproblemswhenitfirstbegantouseinChina.Butweallknown,beforeanewideaisacceptedbypeop，leitmust

46、beputintopracticeformanytimes.Ascommunicativeapproachisanewteachingapproach,itisreasonableforittotakesometests.Soitneedsaverylongtimetomakeuseofitsadvantageandenlargeitsadaptation.Weshouldbelievethatitwilltakeeffectsdespitewewillmeetalotofproblemswhenusingit.Thefollowingfouraspectswillbebetteraccoun

47、tforthis:Firstly,itisunavoidabletointroducetheapproachonthewhole.Peoplewhointroducecommunicativeapproachdidnotinterpretclearlyleadstothemisunderstandingofit.Somanyproblemsoccurredwhenitisputintopractice.Peoplewontusethisabstractapproachasaconcreteteachingmethodonconditionthattheycomprehensivesuchtea

48、chingapproachcompletely.Then,weshouldhavetointroducemuchmoreinstructiveapproach,forcommunicativeapproachisonlyateachingapproachorateachingopinionoratheory,anditdoesnotsuittotherealteachingsituationattimes.SoanEnglishteachermustformhisownteachingapproachtosuitourrealitytoimprovethestudentscommunicati

49、veability,whichmustbeseemedasamainpoint.Thirdly,weshouldchangetherolesoftheteachersandthestudents.Studentmustchangehimselffromapassivelearnertoanactiveparticipant.Teachermustchangehimselffromaknowledgeinitiatortoaconstitutoroftheclass.Itistheinstancyfortheteachers.Weshouldimprovetheabilityofusinglan

50、guage,organizingtheexistinglearningmaterialandteachingaccurately.Theteachingmodelshouldbeastudents-centeredmodel,butnotateachers-centeredmodel.Lastbutnottheleast;weshouldimprovethetestingsystem.Thoughexaminationissuitablefortestinglanguagecourse,itisonlyanartificetotestthestudentscommunicativeabilit

51、y.Soitisnecessaryforustosetatestingsystemforcommunicativeabilitytoinsteadofthetraditionaltestingsystem.AccordingtothecurrentsituationinChina,itisverydifficultforustochangethetestingsysteminashorttime.Butastimepasses,thetestingsystemwhichsuittoimprovecommunicativeabilitywillbeacceptedatlast.Thistesti

52、ngsystemshouldattachimportancetosolvepracticalprobleminlistening,speaking,readingandwriting,andsolvemanyproblemswhichareconnectedwiththereality.4.2 DesigningActivitiesintheClassTherearemainlytwokindsofactivitiesapplicableincommunicativelessons.Thefirstoneisfunctionalcommunicativeactivities，andthesec

53、ondoneissocialinteractionactivities.(1)FunctionalcommunicativeactivitiesA. Sharinginformationwithrestrictedcooperation:pair-work,group-work,discoveringphotographs,discoveringidenticalpairs,discoveringordersorlocations,discoveringmissingwords,discoveringmissingfeatures,discoveringmysteries.Theactivit

54、iesfocusonmeaningstobecommunicated，anditsnotonlinguisticformstobelearnt.B. Sharinginformationwithunrestrictedcooperation:communicatingmodesandpictures,communicatingmodels,discoveringdifferences,nestdirectionsC. Sharingandprocessinginformation:jigsaw,rearrangingstorysequences,collectinginformationtos

55、olveaproblem，suchascompletingachart,amap,orapicturetodecideonachanneloftravelortojudgeacriminalD. Processinginformation:decidingonvehiclefortravel，foodforapicnic,treesinaforest,remarkondifferentcharactersinastory,responsetodisagreeabletreat.(2)SocialinteractionactivitiesFourmeasures:E. Makinguseofth

56、eforeignlanguageforclassroomworkF. MakinguseoftheforeignlanguageasateachinginstrumentalityG. ConversationanddiscussionperiodsD.Basingconversationsandrole-playsonschoolexperienceAcommunicativelessondoesnotonlyconsistofcommunicativeactivities.Theteachershouldstartfromcontrolledstructuralactivitiestoso

57、cialproblemsolvingactivitiesforcommunicativeactivitiestotakeplace.Thenestilluminatesthesequenceofactivitiesinacommunicativeclass:Pre-communicativeactivity,Structuralactivity,Quasi-communicativeactivity,Communicativeactivity,Functionalcommunicationactivity,Socialinteractionactivity.Toplancommunicativ

58、eactivities,firstofall,theteachersshouldletthestudentsfeelthattheyarewelcomeandneededtotakepartinalltheactivities.Then,unpredictabilityshouldbemaintainedtomakesurethecommunicationofnewcomplexion.Lastbutnoleast,appropriatenessshouldbemanaged.Appropriatelanguageshouldbeusedtomakevalidcommunication,tha

59、tlanguageshouldbeconcernedtothesituation,tothestatusoftheaddressor.SuchasProfessorDingfangSu(2006:21-29)saidinhisarticle:hen“Wweassessateachersclassroomteachinginaforeignlanguageweshouldnotbeonlyseeif，bshouldseetowhatextenthemobilizesthestudentsinteinrelsetarning,andseeifheteachesstudentsself-learni

60、ngstrategy,andiftheentireclassroomteachingwillhaveaneffectonshort-termandlong-termgoalofteaching”4.3 StimulatingStudentsInterestsThefirstyearofmiddleschoolstudentsarefullofcuriosityaboutEnglish,fortheyjustbeganlearningofEnglishasamainsubject.ThemainmissionisencouragingstudentstolearnanduseEnglish,in

61、creasingtheirdesiretolearnEnglish.ButthesituationontheonehandisthatthefirstyearstudentsarefullofcuriosityaboutEnglish,ontheotherhandisthattheyareafraidoflearningit.Soteachersshouldnotgivethemtoomuchhomework,andtheyshouldletthembefondofEnglishlearninginaleisureatmosphere,changethemfrompassivelearning

62、toactivelearning.Sotheteacherasdroirleector,shouldbeservedasdesigningaclassplanadapttothestudents.TakeJEFC(JuniorEnglishforChina)BOOKmLesson42TheGreatGreenwallforexample.TheteachercantellthestoryofLadyMengtothestudentsforstudentsarefoundoffunningstories.ChinawasinvadedbyoneofchinasnmoiritiesXiongnu,

63、intheQingdynasty.So,EmperorQindecidedtobuildtheGreatWalltoprotectourcountry.Inevitably,manycountrymenwerehadtojoiningtobuildthegreatwall.LadyMengswahsusobnaenodfthem.Aseveryoneknows,buildingthegreatwallwasaverytiredworkandatlastladyMengshusbandwasdiedbecauseofbeingovertired.LadyMengcriedatthegreatwa

64、lldayafterdayaftershehearedsuchthebadnews.Onedaythegreatwallcollapsedallofasudden.ThisstorytellsusthesadlovestoryofladyMengandherhusband.Therewillbesomeofnewwordsandvocabularyinthisstory.Theteachercanwritethemdownontheblackboard.Suchawaycanbothenlargesstudentsvocabularyandenhancetheirinterestingtore

65、adthispassage.4.4 ReformingEnglishTestThetraditionalEnglishtestsoftenjustlaystressonhighmark,butignoresthestudentabsility.ItsisagoodmeasurethatchangingthetraditionaltestformtoimprovestudentscomprehensiveabOilirtya.lEnglishtestshouldbeaddedintotheoldtestsystem.WhilewearedesigningtheoralEnglishtestpaper,weshouldconsiderintothefollowingsituations.Firstofall,peopleshouldbeontothenecessityoforaltestsufficiently.OnthedevelopingofChinesecomprehensivestrength,manyChineselacksofEnglishcomm