1、通过语言交际教学法如何提高中国初中生英语口语能力大学论文本科学士学位论文On Improve Speaking Competence through Communicative Language Teaching ( CLT) in Junior High School in China通过语言交际教学法如何提高中国初中生英语口语能力 姓 名 学 号 院 系 外语学院 专 业 英语 指导教师 职称 2013年5月To Improve Speaking Competence through Communicative Language Teaching (CLT) in Junior High
2、School in ChinaA Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of ArtsWritten By Yang ZhongxinSupervised By Wang Yongkang Department of Foreign Languages School of Arts and Science Yunnan Normal University Kunming, Yunnan P. R. China 云南师范大学文理学院本科毕业设计（论文
3、）原创性声明本人郑重声明：所呈交的毕业设计（论文），是本人在指导教师的指导下独立研究、撰写的成果。设计（论文）中引用他人的文献、数据、图件、资料，均已在设计（论文）中加以说明，除此之外，本设计（论文）不含任何其他个人或集体已经发表或撰写的成果作品。对本文研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示了谢意。本声明的法律结果由本人承担。 毕业设计（论文）作者签名： 杨忠鑫 2013年 5月 9日 AcknowledgmentsI would like to take this opportunity to thank my supervisor Mr. Wang Yongkang,
4、who offers me academic and constructive, advises on composing this paper. His encouragement and help are worthy of high acknowledgement. In the process of this essay, he gives me many useful advices. Even if he is busy with his work, he also takes time to correct carefully.In addition, I would like
5、to express special thanks to my beloved parents and my friends, who have given my ceaseless support during the writing of this thesis.Last but not least, I would like to extend my sincere thanks to the College of Arts and Sciences, Yunnan Normal University, for the comprehensive education during my
6、four years, which encourage me to study further. ContentsAbstract ( English Version) iAbstract ( Chinese Version) iiChapter One Introduction 1Chapter Two Literature Review 32.1 The definition of CLT 32.2 Modern principles of CLT in China 42.3 Modern features of CLT 52.4 Major forms of CLT 62.4.1 Rol
7、e-playing 62.4.2 Story-telling 62.4.3 Exchanging information 6Chapter Three Methodology 83.1 The Research Questions 83.2 Data Collection and Analysis 8Chapter Four Results and Discussion 104.1 The Analysis of the Questionnaire 104.2 General Description of CLT in Junior High School 114.2.1 The Freque
8、nt Use of CLT in Oral English Class 114.2.2 The Preference of Certain Methods in Oral English Class 124.2.3 The Effective Strategies to Improve Students Oral Ability through CLT 124.2.3.1 Introducing Authentic Material into Class 134.2.3.2 Teacher-Student Interactions 134.2.3.3 Creating an Interacti
9、ve Classroom 134.3 Major Forms of Communicative Activities Applied in Junior School 144.3.1 Pair Work 144.3.2 Group Work 14Chapter Five conclusion 165.1 Major Findings of the Research 165.2 Limitations of the Present Thesis 16Appendix( Materials) 18Appendix (Questionnaire) 19Appendix (Teaching Plan)
10、 20Reference 23Abstract Abstract Communicative language Teaching (CLT) is an approach to foreign or second language teaching which stresses communicative competence as the goal of language learning. The main purpose of studying CLT as an approach is to build up the communicative awareness of teacher
11、s and students and enhance their communicative competence especially linguistic competence. In the present thesis, the author plans to explore effective methods to improve the oral ability of students in junior high school. Based on the preview studies, especially the points of Hymes (1972) and Will
12、iam Littlewood (1981), the author intends to apply CLT to spoken English teaching classes. There are mainly three research questions to be addressed in the research: (1) Is CLT effective in spoken English teaching in junior high school? (2) Which methods do the students like best in class? (3) What
13、are effective strategies to improve the students oral ability though CLT in junior high school? The followings are the major findings of the thesis:(1) the CLT-oriented teaching methods do have positive effects on the spoken ability of students in junior high school and the students are interested i
14、n teaching methods; (2) the students in junior high school prefer the activities which need more interactions, either between students and teachers (sometimes guessing games), or among peers (role-play). The design of classroom activities is quite vital to the effect of oral proficiency improvement;
15、 (3) there are several suggestions that are applicable in CLT-oriented speaking class-introducing authentic material into class, enhancing interactions between teacher and students and creating an interactive environment among peers.Key words: communicative language teaching; spoken English teaching
16、, junior high school 摘要摘要 交际语言教学法的核心思想是将语言作为一种工具来教授，其主要目的在于使学生能运用所学语言成功地进行交流，获得信息。本文在交际教学法的相关理论指导下，作者探寻提高中学生英语口语能力的有效途径，依据Hymes和 Littlewood的观点，作者提出了三个研究问题：（1）交际教学法对于初中生英语口语教学能否起到积极作用？（2）在初中英语口语课堂上，哪一类交际活动更受学生们的欢迎？（3）提高学生的英语口语能力最有效的策略有哪些？ 通过研究，得出以下结论：首先，交际语言教学法指导下的教学方法能够对初中生英语口语学习产生积极的效果，同时，学生对这类方法也比
17、较感兴趣。其次，初中口语教学的课程设计对于提高学生的英语口语能力至关重要，一般说来，学生们更喜欢互动性的课堂活动环节，如猜字谜游戏和较色扮演。最后，对于交际语言教学法理论指导下的初中生英语口语教学，作者提出了一些可行的策略，包括应用真实材料、增加师生之间互动、在学生中创造互动氛围。关键词：交际语言教学法、英语口语教学、初中生Chapter One Introduction Chapter One IntroductionThe argument intends to focus on improving speaking competence through Communicative Lan
18、guage Teaching (CLT) in junior high school in China. Speaking is the important skill of the junior high school English teaching. Most of the classroom activities are designed for advancing these language skills. Nunan (1992) suggests that proficiency is measured in term of the ability to carry out a
19、 conversion in the target language. Obviously, the fundamental goal of foreign language speaking teaching should be the acquisition of oral competence. It is necessary for the English language teaching in China to concentrate on the promotion of English communicative ability, especially the proficie
20、ncy of English speaking competence. However, the development of speaking competence was largely neglected in English teaching for a long time. Language learners in the domestic teaching are still taught by the traditional teaching methodology which emphasis on grammar and translation. Consequently,
21、the majority of Chinese English learners fail to use English tactfully and appropriately. Thus this paper provides a valid way for both teacher and learner to solve this problem. CLT is concluded to be more practical approach to develop the oral communication ability of learners. CLT originated in t
22、he early 70s. American anthropological linguists Hymes (1972) is the advocator of CLT researching, he points out the language first and foremost as a system for communication. It is found out that the cores of CLT idea views is using language to learn and learn to use language. As a mainstream of te
23、aching theory, the CLT emphasized the functional and communicative potential of language. It argued that language teaching should focus on communicative proficiency rather than on mere mastery of structures. Therefore, this paper is divided into five chapters. Chapter one is an overall of the whole
24、thesis, including research background and significance of the thesis in which the argument points out the necessity of teaching spoken English in junior high school, and problems existing in spoken English teaching in junior high school. In the Chapter One Introductionsecond chapter of this paper ma
25、inly introduces the definition, modern principles, modern features, major forms of CLT. Then the third chapter will demonstrate the methodology of the thesis. The research consists of an experience, a questionnaire and some interviews with the teachers and students in second grade in the junior scho
26、ol of China. Some strategies discussed in chapter four were described how to improve speaking competence through analyzing the questionnaires. The teacher may have designed the activities so as to provide an opportunity for learners to produce language that they had learnt. So some communicative act
27、ivities have mentioned such as pair work and group work that can create a natural English speaking environment in class and establish a real communicative context to stimulate the interests of thestudents in learning oral English. From the above elaborations, the conclusion of the thesis includes th
28、e major research findings in the last chapter. (Littlewood 1981) On the whole, CLT developed with the increasing needs of communicative competence and the ultimate goal of CLT of English is to cultivate the communicative competence of English learners in the real sense. Meanwhile, the application of
29、 CLT in oral English teaching for junior high school students can overcome the drawbacks of student poor oral expression and lack communicative competence. Chapter Two Literature Review Chapter Two Literature Review In this chapter, the argument introduces the theoretical background of spoken Englis
30、h teaching: the definition, modern principles, modern features and major forms of CLT.2.1 The definition of CLTThe origins of Communicative Language teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. Until then, British linguistics be
31、gan to emphasize the fundamental dimension of language teaching and communicative potential of language. Before defining CLT, communicative competence has mentioned in the theory of Hymes. Meanwhile, communicative competence theory was immediately introduced into language teaching and regards as one
32、 of the important theories of CLT. (Hymes 1972) According to Longman Dictionary of Applied Linguistic, Communicative Approach (CA) can be called CLT. It is an approach to foreign or Second Language Teaching which stresses communicative competence as the goal of language learning. Many scholars have defined CLT in different ways. First of all, Littlewood (1981) has given the notion about the CLT: the CLT opens up a wider perspective on l
