毕业论文交际法在中学英语课堂的应用

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）TheApplicationofCommunicativeApproachtoEnglishClassofMiddleSchoolbyxxxAThesisSumbmittedtotheSchoolofForeignLanguagesinPartialFullfilmentoftheRequirementsfortheDegreeofBachelarofArtsShaoguanUniversityApril26,2011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,herebydeclarethatthisdissertationdoesnotcontainanymaterialwhichhasbeenacceptedfortheawardofanyotherdegreeordiplomainanyinstitutionsofhigherlearningandthat,tothebestofmyknowledgeandbelief,thisdissertationdoesnotcontainanymaterialpreviouslypublishedorwrittenbyanotherperson,exceptwhenduereferenceismadeinthetextofthedissertation.Iamfullyawareofthelegalconsequencesofthisstatement.Signed:Date:交际法在中学英语课堂的应用摘要：在中国，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，ChinesetraditionalEnglishteachingapproachinmiddleschoolsisleadedbyexamination，swhichiscausedChinesestudent'shighmar，kbutlowability.Andstudentsstudyinmiddleschoolsistherealtime.MiddleschoolstudentshavemanyadvantagesinlearningEnglish,suchasage,ideationandpsychology(Mei,2004).SoitisusefulandnecessaryforChineseteachertolearneffectiveteachingapproachforEnglishteaching.ThispaperanalyzesthetheoryofCommunicativeApproach,thenecessityoflearningCommunicativeApproach,anddrawssomesuggestionontheapplicationofCommunicativeApproachproperly.Keywords:advantages;communicative;ability目录摘要iiiAbstractv1 Introduction12 CommunicativeApproach12.1 Thedefinition22.2 FourSkills22.3 TwoVersions22.4 Twoprinciples32.5 TheNecessityofLearningCommunicativeApproach43 AdvantagesofEnglishTeachinginMiddleSchools53.1 AtAge53.2 InIdeation53.3 InPsychology64 WaystoApplyCommunicativeApproachtoPractice64.1 GettingRidoftheMisunderstanding74.2 DesigningActivitiesintheClass84.3 StimulatingStudents9Interests4.4 ReformingEnglishTest104.5 Buildingaharmoniousteacher-studentrelationship114.6 TrainingStudentlitys11Abi4.7 FocusingonCommunicatingandTeachingApproach125 Conclusions14References15Acknowledgements15TheApplicationofCommunicativeApproachinEnglishClassofMiddleSchoolinChinaAuthor：LiuYunxiaMajor：EnglishEducationGrade：07Advisor：ZhuMinjieLecturer1 IntroductionWiththeglobalizationin21stcentury,theapplicationofEnglishbecomesauniversallanguage.ItisnecessaryforustouseEnglishnowandthen.Englishisarequiredcourseinmiddleschools.SoitisnecessaryforaEnglishteachertotakeeffectiveteachingapproachinEnglishteaching.ButthetraditionalEnglishteachingapproachinChinaisguidedbytheexamination，emphasizesonstudentsvocabularyandgrammarlearningandhenceignorestrainingstudentscommunicativeability.ButitisimportantandusefulforstudentstocommunicateinEnglish.Theconflictbetweenteachingapproachandteachingresultsrequiresmiddleschoolteacherstofindaneffectiveteachingapproachtotrainstudenstcommunicativeability,andsolvetheproblembetweenteachingandapplication.Communicativeapproachemphasizesoncommunication，soitcanimprovestudentscommunicativeaboilibtyviously.Communicativeapproachhasappearedsince1950，andithasbeenwidelyacceptedandachievedalot，suchasimprovingthelisteningability,communicatingabilityandreadingability.ThisarticleanalyzestheadvantagesofcommunicativeapproachandtheapplicationinEnglishteachingofmiddleschools.CommunicativeApproachrequiresthatteachershouldtakereallanguageandrealscenetoteach,andadvocatesthatstudentsshoulduselanguageeverynowandthen.Basedonthis,wecanknowthattheapplicationofcommunicativeapproachcanimprovestudentscommunicativeability,canmeetthedemandofnowadayssociety,andcancreateexcellentcommunicativeability.2 CommunicativeApproach2.1 ThedefinitionCommunicativeapproachrecommendsthetheoryofteachinginaccordancewiththeprinciplethatthestudentsandteachersshouldfranklycommunicatewithothersusingthetargetlanguage.Itisagoodwaytoteachforeignorsecondlanguagewhichfocusesthatthegoaloflanguagelearningiscommunicativeability.TeachingmaterialsinCommunicativeapproachoftenteachthelanguagebyexpressingandunderstandingdifferentkindsoffunctions.TheapproachgoesafteraNationalsyllabusandfocusestheprocessesofcommunicationtocollectinformation,andapplylanguageforsocialinteractionwithothers.Soastoanswerwhatiscommunicativeapproach,wemayidentifyitatthefollowingthreeaspects.2.2 FourSkillsFourbroadfieldsofskillcansumupapersonscommunicativecompetence.(Littlewood,1981)(1)Thelearnermustachieveahighdegreeasalinguisticcompetence.(2)Thelearnermustmakeadistinctionbetweentheformsthathehasknownwellasectionofhislinguisticcompetenceandthecommunicativefunctionsthattheyact.(3)Thelearnermustimproveskillsandstrategiesforusinglanguagetocommunicaterepresentingeffectivelyinspecificsituations.(4)Thelearnermustgetontothesocialmeaningoflanguagestyles.Ifwecouldreachthosefourskills,wecouldmakebetteruseofcommunicativecompetence.2.3 TwoVersionsTherearetwoversionsofcommunicativeapproach,oneistheweakversionofcommunicativeapproach,andtheotheristhestrongversion.(1)Theweakversion:ItstressestheimportanceofprovidinglearnerswithopportunitiesinusingEnglishforcommunicativegoalsandtypicallyattemptingtointegratesuchactivitiesintoabroadprogramoflanguageteaching.OnelearnstouseEnglishintheweakversion.Intermsofwhathasbeendescribed,wegetthefactthatonelearnsEnglishforusing.Inotherwords,onlyonecanlearnEnglishwellfirstly,canhehavetheabilitytocommunicatewithotherpeople.Anyway,thisdescriptiondividestheEnglishlearningfromapproach.MostChinesejuniorEnglishteachersacclimatizethemselvestoweakversionofcommunicativeapproach.Agreatnumberofteachersinteachingprocedurestillusethetraditionalteachingmethodinclass,andtheyonlyfocusonlanguagestructurelanguage.ThespecialistbelievesthatoneshoulduseEnglishtolearnit,whichshouldbereceivedinmiddleschoolEnglishteaching.(Stern,1999)(2) Thestrongversion:Itcomesupwiththeclaimsthatlanguageisacquiredthroughcommunication.StudentsdontneedtopaytoomuchattentiontoEnglishlearning;andtheycouldlearnthegrammaticalprincipalsincommunicating.StudentsuseEnglishtolearnitwithinthisversion.2.4 TwoprinciplesAmongagreatdealprinciplesofcommunicativeapproach,therearetwokindsofprinciples,whicharemoresignificantinChinasEnglishteaching.(1)CreatemorerealisticsituationThecurrentteachingmethodsdonfocustontherealworldsituationsandfailtotrainstudentsspontaneity.Moreactualsituationisrequiredinusingcommunicativeapproach.Thestudentscanhavetheopportunitytouseandtopracticethesortoflanguage,particularlythevocabularyrelatedtothatsituationbyputtingtheminactualsituation.Therefore,learnersarerehearsedforreallife.Moreover,whateverthesituationitis,theycanexpresswhattheywanttosay.Bycreatingtheactualsituationtheteacheraffordsthebestconditionsforlearning.Autonomouskindofcommunicativeinteractionrequiredforactingadutywiththecontextofsituationrelevanttotherealworld.Artificialconventionsandhandmadequestion-and-answersequencesareshortoftheflexible.Thiskindofclassroomteachingisntbasedontheirrealisticneedsandurgeslearnerstotalkaboutthingsthatarenotoftheirownchoice.Onthecontrary,theyaresuppliedastrictsetofguidedstructuresinisolation.Whentheyareconfrontedwiththereadtoproducethelanguageinconnectionwithaspecificsituation，thelearnersregularfailfortaughtinthisway.(2)Theclassshouldbestudents-centeredCommunicativeapproachrequiresthefocusofclassroombeshiftedfromtheteachertostudents，whichisstudents-centered.Communicativeapproachrequirestheclassroominstructortoactasanassistantrole,tryingtokeepstressonthestudentsnotonhimandencouragingstudentstocommunicateamongthemselves.Ingenera，ltheruleismakeslearnerstobethemselves.Theteacherisaskedfor“leadfrombehind.Forexample,ifpossible,teachersshouldactmoreasadviserandparticipateintheinteractions.Thestudents-centeredprinciplefixestheroleandrelationshipbetweentheteacherandstudents.Inotherwords,thestudentsaretheleadroleincommunication,andtheteacherhelpsthestudentswithcommunicating.Theteachercanactasseveralrolesintheclass:hemanagestheclassactivities,devisesthesituationofcommunication,andalsoheactasanadviserguidingandsolvingthemattersincommunication.Meanwhile，theteachershouldbeacooperatorofcommunication-heparticipatesinthestudentscommunication.Certainly,thestudentsshouldputthemselvesintocommunicationenergetically.Bycommunicationtheycanlearnthetargetlanguage，andimprovetheirlisteningandspeakingability.2.5 TheNecessityofLearningCommunicativeApproachMeisaid,languagewasatoolofcommunication,wasalsothecarrierofculture,andthegoalofEnglishteachingwastotrainthestudentsandmadethemhaveabilitiestouselanguageinrealcontext(Mei,2004).ThatisthecollectiveconsciousnessinthekingdomofEnglishteachingallovertheworld.ThenewversionEnglishteachingMaterialsrequestEnglishteacherstousecommunicativeapproachinclass,andgivetheirattentiontothecommunicativefunctionofEnglishteaching.CommunicativeapproachstressesthatEnglishteachingshouldusealotofcommunicativeactivities,makestudentspracticelisteningandspeakingfirstly,thendrillreadingandwriting.AgreatnumberofEnglishteachersgoalongwiththisteachingapproach.Communicativeapproachisbeneficialforstudentstocommunicatewitheachotherinrealconditions，andfocusesoncommunicativeability.Therefore，weshouldchangetheChinesetraditionalEnglishteachingapproachandusecommunicativeapproachinmiddleschools.ManyplacesinChinahaveEnglishcoursefromprimaryschools,andthestudentstakesixyearsEnglishstudyinmiddleschools.Intheconditionofeconomicglobalization,someoneevensaysthatEnglishteachingshouldbestartedfromchildhood.ThedutyofEnglishteachinginprimaryschoolsischieflyaboutcultivatingtheinterestingofstudy.Itfocusesonusedailylanguage,anddoesntcarefortheforeignlanguagestructureandlanguagesystem.ThestudyperiodinmiddleschoolsisstudentsfundamentalanddevelopingperiodofEnglishlearning,andtheirstudyperiodinhighschoolsistheboostperiodofEnglishlearning.TheyhavetwogoalsofEnglishteachinginmiddleschools.Firstly,EnglishteachinginthisperiodacquiresthestudentshaveknowledgeandsomeabilityinusingEnglish.Secondly,itmakesthestudentsbereadyforthefurtherEnglishstudyinhighschoolsandcolleges.3 AdvantagesofEnglishTeachinginMiddleSchoolsTherearealotofadvantagesofEnglishteachinginmiddleschools.Ifwewanttostudythecommunicativeapproachwell,wehadbetterknowthemiddleschoolstudentsverywell.3.1 AtAgeDifferentstudentsindifferentagestageshavedifferentadvantagesforinEnglishteaching.Middleschoolstudentsaremostfrom11-17yearsold,andhaveobviousadvantagesinEnglishlearning.Firstly,theircognitiveabilitieshavebeenarrivedatahigherlevel.Then,theirabilitiesofimitationandtheirabilitiesofremembrancearestrong.Thirdly,theycanusemorelanguagecommunicativestrategiesthanchildrencanuse.MiddleschoolstudentwillbenefitfromtheseadvantagesinlearningEnglish.3.2 InIdeationTheadolescentsfeelingandconsciousnessaresensitivel,etahreniirngbecomesstrongerandstronger,theirlogicalandabstractideationabilitiestakeupthemasterposition,andtheirideationofcommonlogicalideationhasbeenchangedtodialecticideation,theycanusemoretheoreticalideationtohandlethings,andtheirconsciousnessbecomesmoreindependent,critical,andcreated.Theadolescentsstarttousecriticalattitudetoconsidertheirsurroundings.Middleschoolstudentshaveformedtheirownviewsandfondofsuspectinganddiscussing.Theirconsciousnessbecomesmoreandmoreperfectandhasbeenchangedfromthesingleoperationandsimpleoperationtotheabstractoperation.Thatistosay,theycanbeindependenttothinkandlearn.Theybegintoknowhowtodisposecomplexinformationandrealstudymaterials.Languagereflectstheconsciousnessconcretely,andthewaytolearnEnglishreflectsthewesternconsciousmodel.Thewesternconsciousmodeldogoodtoanalysis,itconcernmoreonanalyzingthedetails,anditalsoputsemphasesontherelationshipbetweenindependentfunctionofeachcomponentanditsinteraction.InEnglishteaching,teachersshouldusevariouseffectivewaystoguidestudentstostudy.3.3 InPsychologyMiddleschoolstudentshavechangedalotbothinpsychologyandphysiology.Theirpsychologyischangedfromhalf-maturetomature,andhasformedtheirownspecialcharacters,whichbenefittoEnglishlearning.Forexample:theybecomemoreactiveindailylife,theybecomeliketoshowthemselves,andtheyhavethecouragetoanswerteachersquestionsactively.Theyhavestrongcurioasnitdyconsciousness,andmanycognitiveinterests;theyalsoappearmuchpassiontoeverynewthings.Theyliketakingchallengesinstudy,andhavestrongambitionstowin.Theywouldliketoshowtheirtalenttoattractteachersandclassmatesattentaionndrecognition.Therearerichinemotion,andfullofpassion.Middleschoolstudentscanalsodogoodtocommunication.Theyhavetheirownopinionsandwaystocommunicate.Theycanrecognize,evaluate,andcontrolthemselveswell,whicharegoodconditionsfortheacquirementofEnglishteaching.4 WaystoApplyCommunicativeApproachtoPracticeTheNationalSyllabusshowsthattheEnglishteachinginmiddleschoolsshouldemphasize“communicativeprinciple,cultureprinciple,andfunctionalprinciple，andrequirescultivatingEnglishtalentswhocanuseEnglishtocommunicatefreelyateveryturn.TheNationalSyllabusalsoshowsthattrainingcommunicativeabilityisasignificanttargetofEnglishteaching.Withtheglobalizationin21stcentury,theapplicationofEnglishseemsmoreandmoreimportant.ItisusefulandnecessaryforustouseEnglishnowandthen.Weprovidesomewaystosolvetheexistingproblemsinordertoapplythecommunicativeapproachmoreeffectively.4.1 GettingRidoftheMisunderstandingSincethecommunicativeapproachappearedforthefirsttime，ithadrevealeditsadvantages.WemetmanyproblemswhenitfirstbegantouseinChina.Butweallknown,beforeanewideaisacceptedbypeop，leitmustbeputintopracticeformanytimes.Ascommunicativeapproachisanewteachingapproach,itisreasonableforittotakesometests.Soitneedsaverylongtimetomakeuseofitsadvantageandenlargeitsadaptation.Weshouldbelievethatitwilltakeeffectsdespitewewillmeetalotofproblemswhenusingit.Thefollowingfouraspectswillbebetteraccountforthis:Firstly,itisunavoidabletointroducetheapproachonthewhole.Peoplewhointroducecommunicativeapproachdidnotinterpretclearlyleadstothemisunderstandingofit.Somanyproblemsoccurredwhenitisputintopractice.Peoplewontusethisabstractapproachasaconcreteteachingmethodonconditionthattheycomprehensivesuchteachingapproachcompletely.Then,weshouldhavetointroducemuchmoreinstructiveapproach,forcommunicativeapproachisonlyateachingapproachorateachingopinionoratheory,anditdoesnotsuittotherealteachingsituationattimes.SoanEnglishteachermustformhisownteachingapproachtosuitourrealitytoimprovethestudentscommunicativeability,whichmustbeseemedasamainpoint.Thirdly,weshouldchangetherolesoftheteachersandthestudents.Studentmustchangehimselffromapassivelearnertoanactiveparticipant.Teachermustchangehimselffromaknowledgeinitiatortoaconstitutoroftheclass.Itistheinstancyfortheteachers.Weshouldimprovetheabilityofusinglanguage,organizingtheexistinglearningmaterialandteachingaccurately.Theteachingmodelshouldbeastudents-centeredmodel,butnotateachers-centeredmodel.Lastbutnottheleast;weshouldimprovethetestingsystem.Thoughexaminationissuitablefortestinglanguagecourse,itisonlyanartificetotestthestudentscommunicativeability.Soitisnecessaryforustosetatestingsystemforcommunicativeabilitytoinsteadofthetraditionaltestingsystem.AccordingtothecurrentsituationinChina,itisverydifficultforustochangethetestingsysteminashorttime.Butastimepasses,thetestingsystemwhichsuittoimprovecommunicativeabilitywillbeacceptedatlast.Thistestingsystemshouldattachimportancetosolvepracticalprobleminlistening,speaking,readingandwriting,andsolvemanyproblemswhichareconnectedwiththereality.4.2 DesigningActivitiesintheClassTherearemainlytwokindsofactivitiesapplicableincommunicativelessons.Thefirstoneisfunctionalcommunicativeactivities，andthesecondoneissocialinteractionactivities.(1)FunctionalcommunicativeactivitiesA. Sharinginformationwithrestrictedcooperation:pair-work,group-work,discoveringphotographs,discoveringidenticalpairs,discoveringordersorlocations,discoveringmissingwords,discoveringmissingfeatures,discoveringmysteries.Theactivitiesfocusonmeaningstobecommunicated，anditsnotonlinguisticformstobelearnt.B. Sharinginformationwithunrestrictedcooperation:communicatingmodesandpictures,communicatingmodels,discoveringdifferences,nestdirectionsC. Sharingandprocessinginformation:jigsaw,rearrangingstorysequences,collectinginformationtosolveaproblem，suchascompletingachart,amap,orapicturetodecideonachanneloftravelortojudgeacriminalD. Processinginformation:decidingonvehiclefortravel，foodforapicnic,treesinaforest,remarkondifferentcharactersinastory,responsetodisagreeabletreat.(2)SocialinteractionactivitiesFourmeasures:E. MakinguseoftheforeignlanguageforclassroomworkF. MakinguseoftheforeignlanguageasateachinginstrumentalityG. ConversationanddiscussionperiodsD.Basingconversationsandrole-playsonschoolexperienceAcommunicativelessondoesnotonlyconsistofcommunicativeactivities.Theteachershouldstartfromcontrolledstructuralactivitiestosocialproblemsolvingactivitiesforcommunicativeactivitiestotakeplace.Thenestilluminatesthesequenceofactivitiesinacommunicativeclass:Pre-communicativeactivity,Structuralactivity,Quasi-communicativeactivity,Communicativeactivity,Functionalcommunicationactivity,Socialinteractionactivity.Toplancommunicativeactivities,firstofall,theteachersshouldletthestudentsfeelthattheyarewelcomeandneededtotakepartinalltheactivities.Then,unpredictabilityshouldbemaintainedtomakesurethecommunicationofnewcomplexion.Lastbutnoleast,appropriatenessshouldbemanaged.Appropriatelanguageshouldbeusedtomakevalidcommunication,thatlanguageshouldbeconcernedtothesituation,tothestatusoftheaddressor.SuchasProfessorDingfangSu(2006:21-29)saidinhisarticle:hen“Wweassessateachersclassroomteachinginaforeignlanguageweshouldnotbeonlyseeif，bshouldseetowhatextenthemobilizesthestudentsinteinrelsetarning,andseeifheteachesstudentsself-learningstrategy,andiftheentireclassroomteachingwillhaveaneffectonshort-termandlong-termgoalofteaching”4.3 StimulatingStudentsInterestsThefirstyearofmiddleschoolstudentsarefullofcuriosityaboutEnglish,fortheyjustbeganlearningofEnglishasamainsubject.ThemainmissionisencouragingstudentstolearnanduseEnglish,increasingtheirdesiretolearnEnglish.ButthesituationontheonehandisthatthefirstyearstudentsarefullofcuriosityaboutEnglish,ontheotherhandisthattheyareafraidoflearningit.Soteachersshouldnotgivethemtoomuchhomework,andtheyshouldletthembefondofEnglishlearninginaleisureatmosphere,changethemfrompassivelearningtoactivelearning.Sotheteacherasdroirleector,shouldbeservedasdesigningaclassplanadapttothestudents.TakeJEFC(JuniorEnglishforChina)BOOKmLesson42TheGreatGreenwallforexample.TheteachercantellthestoryofLadyMengtothestudentsforstudentsarefoundoffunningstories.ChinawasinvadedbyoneofchinasnmoiritiesXiongnu,intheQingdynasty.So,EmperorQindecidedtobuildtheGreatWalltoprotectourcountry.Inevitably,manycountrymenwerehadtojoiningtobuildthegreatwall.LadyMengswahsusobnaenodfthem.Aseveryoneknows,buildingthegreatwallwasaverytiredworkandatlastladyMengshusbandwasdiedbecauseofbeingovertired.LadyMengcriedatthegreatwalldayafterdayaftershehearedsuchthebadnews.Onedaythegreatwallcollapsedallofasudden.ThisstorytellsusthesadlovestoryofladyMengandherhusband.Therewillbesomeofnewwordsandvocabularyinthisstory.Theteachercanwritethemdownontheblackboard.Suchawaycanbothenlargesstudentsvocabularyandenhancetheirinterestingtoreadthispassage.4.4 ReformingEnglishTestThetraditionalEnglishtestsoftenjustlaystressonhighmark,butignoresthestudentabsility.ItsisagoodmeasurethatchangingthetraditionaltestformtoimprovestudentscomprehensiveabOilirtya.lEnglishtestshouldbeaddedintotheoldtestsystem.WhilewearedesigningtheoralEnglishtestpaper,weshouldconsiderintothefollowingsituations.Firstofall,peopleshouldbeontothenecessityoforaltestsufficiently.OnthedevelopingofChinesecomprehensivestrength,manyChineselacksofEnglishcomm