重庆师范大学英语专业论文初稿Analyses on the Use of Communicative Teaching Approach.docx
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重庆师范大学英语专业论文初稿Analyses on the Use of Communicative Teaching Approach.docx
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重庆师范大学英语专业论文初稿AnalysesontheUseofCommunicativeTeachingApproach
AnalysesontheUseofCommunicativeTeachingApproachinMiddleSchool
CaiLi
Class7,,Grade2010,SchoolofForeignLanguagesandLiterature,ChongqingNormalUniversity
Abstract:
Communicativeteachingapproachisbasedonnegativestructurallinguisticstheoryinthe70'softhetwentiethCenturyinBritish,whichisdominatedinChineseschoolsnowadays.Itisfocusedonthecultivationofcommunicativecompetencethatisassosicatedwiththegrammaroflanguagelearninginpracticalcommunication.Studentsnotonlymasterthegrammarandpragmaticrulesoflanguage,butalsoapplytheseknowledgeintotheactualuses.Thispaperemphasizesthecombinationoftheparticularityofcommunicativelanguageteachingandstudentsinordertoteachstudentsinaccordancewiththeiraptitude,thusstimulatingstudents’interestinlearningthelanguage,givingfullplaytostudents'languagepotential,exploringaChinesewayofcommunicativeteachingmethod,andfinally,improvingtheeffectivenessofEnglishteaching.
Keywords:
teachingmethod;middleschoolstuedents;specificity;validity
1Introduction
1.1Briefintroductiontothecommunicativeteachingapproach
Fromthelate1960stotheearly1970s,alongwiththebirthofsociallanguage,sociallinguistD.H.Hymesputforwardtheconceptofcommunicativecapabilitythatemphasizedthesocialcultureparticulity,communicativecompetenceoflanguageaswellastheusingskills,whichlatelyprovidedtheorybasisandtargetguideforCLT.(XuQiang,2010:
2)Communicativeteachingmethodisalsocalledfunctionmethod,whichisformedinthe1970s.ItisbasedontheworkoftheAmericansocialanthropologists,linguistsHymes,AnalysisontheCommunicativeAbility,puttingthelanguagefunctionalitemsintofocusinordertocultivatethestudents’communicativeability.D.H.Hymesisthecreaterofthecommunicativefunctionaltheory,thinkingthatgenerallanguagetheoryemphasizeslanguageknowledgeaswellaslanguageuse.Therationalityofusingisasimportantastheaccuracyofthestructure.Communicativeapproachhaschangedthedirectionofforeignlanguageteaching,markingtheendoftraditionalteachingandthebegainningofaneweraofteaching.
1.2Featuresofcommunnicativeteachingapproach
Communicativelanguageteachingisinfluencedbythesocialinguistics,psycholinguistics,languagephilosophy,humanlanguge,sociology,etc.Thedifinitionhasnotbeendecidedclearlybynow.RobinsonthinksthatCLTespeciallyemphasizedthelearner’slearninggoalandlanguageuse;thefoususisnotonthelanguageknowledgeandlanguageuseisserviceforthecommunicativepurposethatistheessenceofCLT.(DengHai,1992)Theprofessor,WangCairenthinksthatCLTisthecombinationofmulti-theory.M.S.WhitleythinksthatCLTisthemixtureofapileofmethods.Yalden,accordingtoresearch,classifiedtheCLTinto6catogriesin1983.LatelyHowattagainclassifieditinto“strong”and“weak”types.Sowiththeadvancementofsociety,CLTalsogetswidedevelopment.
1.2.1Fromtheviewofthetransformationoftheteacher’srole
Inthecommunicativeteaching,theteacher’srolehaschanged,frombeingactivetobeingpassive.Inthetraditionalclasses,theteacherisaninitiator,providingknowledgeandbeingresponsibleforallthestudents’learning.Theteaheristhedominor.Nowadays,theteacheristheguideofthestudents,playinganauxiliaryroleintheprocess,whilethestudentscanhelpthemselvestoarrangeandallocatetheirtimeandeffortintotheirstudy.Theteacherisnotasingleproviderandthestudentisnolongeranaudience.Inthewholeprocessoflearning,thestudentisthemasterofhimself,whiletheteacherisconsulingthesutdent,onlyinthenecessarytohelpandguaidthem,inwhichtheteachercantakepartasa‘co-communicator’(Littlewood,2002).
1.2.2Fromtheaspectoflanguagecommunicationperspective
Communicativeteachingmethodviewsthatlanguageisuesdtocommunicate.Therefore,itemphasizesthecommunicativeeffectofthelanguage.Learningthelanguageislearningtocommunicate.Italsothinksthatlearningthegrammarisnottheaimoflearninglanguage,whichhappensinthecommunicativeprocess.Intheclassroom,itisnecessarytopayattentiontotheknowledgeofgrammar,butalsoimportanttoemphasizetheeffecctofcommunication.Communicativeteachingmethodemphasizeslanguagecommunicationinreallifesituations,becausetherealgoaloflanguageistomakecommunication,foreample,exerciseinthereallifetosayhelloorshowhospitality.Thissetofconversationorsituationistomakestudentsunderstandhowtomaketheknownlanguageintopractice,experiencingthepracticalapplicabilityoflearninglanguage,whichisbenificialnotonlytocommunicatetheirideas,butalsocanbeappliedtomakethegrammarstructureintotheactualdialogue.
1.2.3Fromtheaspectoflanguagelearningcontext
Communicativeteachingmethodemphasizescommunicativecontext.Forexample,indifferentlanguages,greetingwaysaredifferent.Chineseoftenhabituallyasksomeonewhetherheorshehasadinner.However,inthewesterncountries,theyofternasksomeinterestingtopic,suchastheconditionofthewheather.Thisreflectsthedifferentwayindifferentenvironment.Inthecommunicativeteaching,itemphasizesthelearninginthesocialcontext.Forexample,theelderspeakstotheyoungerindifferentway.Therefore,thestudentshouldlearntospeakappropriatelyinthesocialcontext.
2PresentsituationofcommunicativeteachingmethodinChina
Beforeintroducingcommunicativeteaching,foreignlanguageteachingwidelyusesthetraditionalwayofthegrammartranslation.Thiswayextremelystressestheteachingoflanguageknowledge,ignoringthedevelopmentoflanguageabilities,sothatthestudentscannothearandspeakclearlyintherealsituationwhencommunicatingwithforeigners.Eventhoughthelaterteachingincludeslisteningexercise,thiscannotavoidtheawkwardsituationof“muteEnglish”inourforeignlanguageteaching.Inthe1980s,theupsurgeofcommnuicativeteacingbeginstoappearintheworld,sothewayisnaturallyintroducedinourcountry.Thecommnuivativefocusesonthestudents,emphasizingoralcommunicativeabilityintherealsituation,whichjustdealswiththetroubleourforeignlanguageteachingfaces.Therefore,ourcountrysparesnoeffortstodevelopthecommunicativeteachingmethod.
CommunicativlanguageteachinghadbecomethemainanddominablemethodintheEnglishlearning,whileitsteachingconceptalsotackledourcountry’sfacingdilemma.SoCLTwasconsideredastheidealteachingmethod,receivingthewarmwelcome,whichgainedthetremendousadvertisementandevenblindworshipandfollowing-trendphenomenon.BecauseofthecomplexityofEnglishteaching,ithasbeenrestrictedbymanyfactorsinunderstandingforyears,soitisdifficulttoobjctivelyrevealtheessenceofthethings.Therefore,ourcountry‘sideatoCLTisalsosomethingwrong.Inourcountry,CLTisadvocatednomatterwhattheageissothatwhetherinprimaryschool,middleschooloruniversityfieldtheirownschoolsadvocatethattheyusethecommunicativelanguageteaching.Butthefactisonthecontrary.In2005,PLAUniversityofScienceandTechnologyspentalotofmoneyandmanpowertocarryoutteachingexperiment.Intheteachingprocess,theteacherisnolongertoexplainandsummarizetheknowledgeofthegrammarandvocabulary.(LiJian,2012:
154)Butaccordingtothetopicrelatingtointeractiveactivitiesthroughthelanguagegames,cosplay,scenesimulation,solvingtheproblemandotherforms,teachersencouragestudentstoactivelyparticipateinthediscussions,scenesofcommunication,fromtheintersectiontoaccumulatetheknowledgeofgrammaranduses.Unfortunately,theconclusionisthatmostofChinesestudentscannotusethemethodwellintheourenvironment.SoitisnecessarytoemploreaChinsesCLTinaccordancewithoursituation.
Communicativelanguageteachingstemsfromwesterncountries.However,becauseofthedifferentobjectofstudyandtheresearchregion,aswellastheinfluenceoftheculturetranditionandthemodernspirit,CLTisretrictedbythelimitationoftimeandtheregionalculture.Soduetothevariteyofconditionsandthegapbetweenwestandeast,CLTthatweadvocateisreformedbeforeenteringtheclass,whichincludesformalismedcommunicativemethod,suchasunintendedcommunicativeactivities.
2.1Thedeficiencyofastrongwillaboutthesociallanguageenvironment
Communicativelanguageteachingasthemainteachingmethod,hassomeadvantages.Inthosecountrieswiththelangugeenvironmentandsimilarculture,performingCLTisrelativelyeasy.Forexamples,studentsinSingoporeorIndia,theyhavemoreopportunitiesandchannelstospeak,whileinChina,becauseofthedeficiencyofrelativelytruelearningcondition,studentsdon’thaveintentionstospeak.Soitisnotrealistictocultivatethelearners’competencyofEnglishlanguageinasinglewayofusingthecommnuicativemethod..Theteachinggoalshouldfocusonthemajorityofthestudents,butnotthehigher,thebetter.TheteachingmethodiscomingfromthebackgroundthattheUSAdesignedfortheirimmigrationtoquicklygraspEnglishandhopedthattheywereabletointegrateintomainstreamcultureinUSA.Insuchasociety,itcreatedanumberofpeoplenotfamiliarwitheachother,buttheycametogetherforthemutualinterest.WhileourcountryisquitedifferentfromtheUSAinthesocialrelations,Chinesehaveacloserelationswitheachother.Inmostregions,thewholeviliagehasthesamefamilynamewheret
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