情景教学法在初中英语课堂中的应用.docx
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情景教学法在初中英语课堂中的应用.docx
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情景教学法在初中英语课堂中的应用
情景教学法在初中英语课堂中的应用3
TheApplicationofSituationalTeachingApproachinEnglishClassofJuniorMiddleSchools
Ⅰ.Introduction
SituationalLanguageTeachingbeganinBritaininthe1960sasareplacementtotheearlierstructuralmethod,calledCommunicativelanguageteaching.ThiswaspartlyinresponsetoChomsky'scriticismsofstructuraltheoriesoflanguageandpartlybasedonthetheoriesofBritishfunctionallinguistics,suchasFirthandHalliday,aswellasAmericansociolinguists,suchasHymens,GumpesandLabovandthewritingsofAustinandSearleonspeechacts.ApproachTheoryoflanguage:
Thefunctionalviewoflanguageistheprimaryonebehindthecommunicativemethod,aswellastheoryoflearning.Notagreatdealhasbeenwrittenaboutthelearningtheorybehindthecommunicativeapproaches,butherearesomeprinciplesthatmaybeinferred.Activitiesthatinvolverealcommunicationpromotelearning,activitiesinwhichlanguageisusedforcarryingoutmeaningfultasks.TopromotelearninglanguagethatismeaningfultothelearnerpromoteslearningDesignObjectives.Studentswilllearntouselanguageasameansofexpression.Studentswilluselanguageasameansofexpressingvaluesandjudgments.Studentswilllearntoexpressthefunctionsthatbestmeettheirowncommunicationneeds.ThesyllabusCommunicativelanguageteachingoftenusesafunctional-notionalsyllabus.Yalden(1987)hasclassifiedanumberofcommunicativesyllabustypes.Typesoflearningtechniquesandactivitiescommunicativelanguageteachingusealmostanyactivitythatengageslearnersinauthenticcommunication.Littlewood,howeverhasdistinguishedtwomajoractivitytypes:
functionalcommunicationactivities:
onesaimedatdevelopingcertainlanguageskillsandfunctions,butwhichinvolvecommunication,andsocialinteractionactivities,suchasconversationanddiscussionsessions,dialoguesandroleplays.
Ⅱ.IntroductionofEnglishSituationalTeachingMethod
ItiswellknownthatEnglishisoneofthemostimportantbasicsubjectsinallkindsofschools;itisregardedasthebasicskillwhichqualifiedpersonnelshouldmasterinthe21stcentury. English,asasecondlanguage,thepurposeoflearningitisusuallyforcommunication,andcommunicationinvolvesallfourskills:
speaking,listening,readingandwriting.Andhowtoimprovethecommunicativeabilityofthestudentsisatroublesomeproblemforteachersbecauseoflackingofthelanguageenvironment.Soasateacher,weshouldtryourbesttoconstructthisenvironmentincludeswatching,listeningandspeaking.Toconstructthisenvironment,theeffectiveteachingmethodisSituationalTeachingMethod.Becausethismethodbenefitsconstructagoodlanguageenvironment,makingstudentsintegratetheorywithpractice,andconcentratingthestudents’attention.
2.1TheGoalofSituationalTeachingApproach
Thesituationallanguageteachingapproachjustfollowsthisrule.Situationallanguageteachingwasoriginallycalledoralapproach,whichwasdevelopedbyBritishappliedlinguistsfromthe1930’sto1960’s,andithasprovidedguidancetomanywell-knownEFL/ESLtextbooksandcourses,includingNewconceptEnglishwrittenbyL.G..Alexander(1967),whichisstillusedinChinaandknownbyalmosteveryChineseEnglishlearner.Infact,mostbooksonbusinessEnglisharecompiledaccordingtothisapproachtoo.
ThetheoryoflearningunderlyingSituationalLanguageTeachingisbehaviorism,addressingmoretheprocesses,thantheconditionsoflearning.RichardsandRodgerssummarizedthemaincharacteristicsoftheapproachasfollows:
1).Languageteachingbeginswiththespokenlanguage.Materialistaughtorallybeforeitispresentedinwrittenform.
2).Thetargetlanguageisthelanguageoftheclassroom.
3).Newlanguagepointsareintroducedandpracticedsituational.
4).Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.
5).Itemsofgrammararegradedfollowingtheprinciplethatsimpleformsshouldbetaughtbeforecomplexones.
Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished,whileSituationalLanguageteachingusesastructuralsyllabusandawordlist.Structuresarealwaystaughtwithinsentences,andvocabularyischosenaccordingtohowwellitenablessentencepatternstobetaught.Thepracticetechniquesemployedgenerallyconsistofguidedrepetitionandsubstitutionactivities,includingchorusrepetition,dictation,drills,andcontrolledoral-basedreadingandwritingtasks.
Sincethepurposeofteachingaforeignlanguageistoenablethelearnerstouseit,andthenitmustbeheard,spoken,read,andwritteninsuitablerealisticsituations.Neithertranslationnormechanicaldrillscanhelpiftheyarenotconnectedwithpracticallife.Thesituationallanguageteachingmethodsfocusedontheneedtopracticelanguageinmeaningfulsituation-basedactivities.Therefore,thesituationallanguageteachingapproachcontinuedtobepartofthestandardsetofproceduresadvocatedinmanycurrentBritishmethodologytexts
2.2TheAdvantagesofSituationalTeachingApproach
SituationalLanguageTeachingevolvedintheUnitedKingdomwhileaparallelmethod,Audio-Lingualism,emergedintheUnitedStates.Inthemiddle-methodsperiod,avarietyofmethodswereproclaimedassuccessorstothethenprevailingSituationalLanguageTeaching.First,ProfessorofGeneralLinguistics,emphasizesthenotionof‘contextofsituation’.Itledtotwodevelopmentsinlanguageteaching.Oneisthestructuralsyllabus(onealternativetoitisthesituationalsyllabus),whichemphasizesthatlanguageisbestlearnedandrememberedwhenpresentedincontextualsettings,andtheotherisaudio-visualism(AV)whichattemptstomakelanguagememorablenotjustbypresentingitincontext,butbymakingthecontextas‘vivid’aspossiblethroughtheuseofvisualaids.
Situationallanguageteachingisatermnotcommonlyusedtoday,butithadanimpactonlanguagecourseswhichsurviveinsomestillbeingusedtoday.Situationalteachingtendstoberatherinductivebecausethecontextisintendedtoplayanimportantroleindeterminingthemeaning.
Thismethodislearner-centeredandemphasizescommunicationandreal-lifesituations.TheroleoftheinstructorinELTisquitedifferentfromtraditionalteachingmethods.Inthetraditionalclassroom,theteacherisinchargeand"controls"thelearning.InELTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.Theteacherstillsetsupexercisesandgivesdirectiontotheclass,butthestudentsdomuchmorespeakingthaninatraditionalclassroom.Thisresponsibilitytoparticipatecanoftenleadtoanincreasedsenseofconfidenceinusingthelanguage.PuttingtheteacherinchargeofeverythinginthetraditionalclassroomhasbeencomparedtotheAtlasComplex(LeeandVanpatten,1995).ELTrelievesAtlasofhis"burden."
Languageisusedforcommunication.Forthisreason,ELTmakesuseofcommunicationtoteachlanguages.Whereastraditionallanguageteachingplacesalotofemphasisongrammarrulesandverbconjugations,CLTemphasizesreal-lifesituationsandcommunicationincontext(Galloway,1993).WhilegrammarisstillimportantintheELTclassroom,theemphasisisoncommunicatingamessage.
Ⅲ.TheCharacteristicsofJuniorMiddleSchoolStudents’EnglishLearning
Noonecanclaimtospeakasecondorforeignlanguagewithcompleteaccuracyandmastery.EspeciallythestudentsinjuniormiddleschoolwhomfirsttostudyEnglish.Frommyresearch,apartofstudentspaylessattentiontotheEnglish.ThesechildrenalsothinktheEnglishismoredifficultthanothercourse.Injuniormiddleschool,weoftenhearcomplainfromtheteacher,everythingofhimisok,butalwayskeepsilentintheclassroom.Wealsofoundthat,somestudentsaregoodatwrittenexamination,butpoorinspokenEnglish.Inthesocietycommerce,somestudentshaveagoodidea,butcannottalkaboutit,brokenupexpressingmakehimstrain.Andsomeonecantalkfreelyandsmartlyinthecasualsituation,butintheformalsituation.
Wecanfoundallofthephenomenawementionedaboveinanymiddleschool,afteranearnestanalyzing,wegotsomereasonsaboutthese:
3.1TheInfluenceofMotherTongueLanguage
Alearner'smothertonguethatwealsocallone'sFirstLanguage(L1)alwayshasgreatimpactonhisorherSecondLanguage(L2).Uptothe1980safairlyderogatoryterminterferencewasusedfortheL1influenceonL2performance.Theterminterferencewastheoriginofthetermtransfer.However,asLado(1957)firstputsit,suchtransfercanbenegative,butitcanalsobepositive.ThepositivesideisthatbyborrowingL1patternsandL1communicationstrategies,thelearnercanatleaststayincommunicationandmanagetomakehimorherunderstood.AsEnglishteachersinChina,theypaymoreattentiontothenegativeinfluenceofChineseasthemothertongue.
ItisverycommonforsecondlanguagelearnerstomakeerrorsduringthecourseofSLA(secondlanguageacquisition).Solearners’errorscanshedsomelightonthelearner'slanguagebackgroundandproficiencylevel,andinthisway,thesubject’slearnererrorsismeaningfulforlanguageresearchersandteacherstostudyandhencestimulatethemtoimprovetheirresearchandteaching.
InthefieldofthestudyofSLA,researchersattempttouncovertheprocessoflearningandexplainwhylearnersmakeerrorsinthecourseoflearningasecondlanguage.ContrastiveAnalysis(CA),whichaimedatpredictingerrorsresultingfromL1interference,failedtoa
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