平衡活动教学法在英语教学中的应用.docx

1、平衡活动教学法在英语教学中的应用平衡活动教学法在英语教学中的应用摘 要:本篇文章主要探讨了平衡活动教学法的理论依据、定义、优越性以及该活动教学法在初中英语教学中的应用。它主张英语学习中的习得与学习、输入与输出的平衡，提升学生的外语综合水平。本篇文章认为平衡活动教学法克服了交际法等其他教学法的弱点，适用于我们国家当前的初中英语教学。关键词:平衡活动教学法；初中英语教学；输入与输出The Application of Balanced Activity Approach in Junior School English Teaching Jin Ping Abstract: In this pap

2、er, the author mainly discusses the theoretical basis, definition superiority and the application of the Balanced Activity Approach. It advocates a balance between acquisition and learning and a balance between input and output in order to improve students integrated skills of use of English. The au

3、thor argues that this approach overcomes the disadvantages of different teaching methods. Therefore it is suitable for present English teaching. Key Words: Balanced Activity Approach; English teaching; input and outputContents1. Introduction 12. Brief introduction to the Balanced Activity Approach 1

4、3. Brief introduction to the theoretical background of the application of the Balanced Activity Approach 23.1 The Krashens Acquisition and Learning Hypothesis 23.2 The Harmers Input and Output Theory 34. The application of Balanced Activity Approach in Junior School English Teaching 34.1 The superio

5、rity of the Balanced Activity Approach 44.1.1 The superiority on means 44.1.2 The superiority on learners 44.2 The application of Balanced Activity Approach in Junior School English Teaching 54.2.1 The activities to develop the capacity of production (speaking and writing) 54.2.2 The activities to c

6、ultivate the ability of receiving (listening and reading) 64.3 The requirement of the Balanced Activity Approach to English teachers 74.3.1 The use of materials 74.3.2 The improvement of the way of activities 74.2.3 The improvement of communicative competence 75. Conclusions 8Bibliography 9Acknowled

7、gments 101. IntroductionWith the popularity and depth of foreign language in China, many experts, scholars and teachers try to explore the suitable way for the English teaching, especially in Junior Middle School. It is well- known that good and effective teaching method is the goal that English tea

8、chers pursue all the time. But Frank Chargroom says that in the past two or three decades of studies about foreign language, whether it is qualitative or quantitative, it has shown that there is a failure to provide way widely regarded as the best method for English teaching. In any case, whether th

9、e teaching method is the best or not, it depends whether it has sufficient basis theory, whether it can bring the better teaching result and whether it can stimulate students interests in learning and motivation, mobilize their sense of participation and meet their requirements. Any simple teaching

10、method can not meet their needs and improve their own overall language skills clearly, so it is necessary to explore a teaching method that emphasizes both linguistic form and function of language. Starting from 1982, it is quite obvious that more and more Junior Schools have started to adopt Balanc

11、ed Activity Approach in their lower middle classes. The Balanced Activity Approach is proposed by Harmer in “The Practice of English Language Teaching”. Many scholars have made interrelated researches for application of Balanced Activity Approach. Some discuss the application of Balanced Activity Ap

12、proach in teaching vocational school students English. Some talk about the difference and similarity between Balanced Activity Approach and other teaching approach. According to the Acquisition and Learning Hypothesis proposed by Krashen and the Input and Output Theory proposed by Harmer, this paper

13、 chiefly discusses the application of Balanced Activity Approach in Junior School English teaching. The essay begins with the brief introduction to the Acquisition and Learning Hypothesis and Input and Output Theory, which are the theoretical background, and then the author will discuss the definiti

14、on and superiority of the Balanced Activity Approach in classes. Next, the essay follows an issuehow to develop class activities. Finally, it is to argue the requirement for English teachers in Junior Middle Schools in application of the Balanced Activity Approach in classes. Through this thesis, ju

15、nior English teachers can know more information about Balanced Activity Approach and how to use it in classes properly so that they change their teaching methods and improve the efficiency of classes and quality of teaching. 2. Brief introduction to the Balanced Activity ApproachThe Balanced Activit

16、y Approach is a novel and advanced teaching method, which is regarded as the undisputed rising star of the communication language teaching by the teaching profession at home and abroad. The emergence of this approach enhances the vitality of communicative teaching and promotes the development of the

17、 CLT movement.Since proposed by Harmer in 1980s, this theory has been increasingly improved. It overcomes the drawbacks of traditional teaching that emphasizes knowledge of the language and the written form, neglecting to cultivate the capacity of oral English, which can not guarantee the use of for

18、eign language skillfully and make up the shortcomings of audio-visual method and situational method which stress mechanical training. At the same time, it plays an important role on correcting ignorance to the form of language.The Balanced Activity Approach reflects a compromise on the pedagogy. It

19、stresses that the teacher should take various activities to stimulate students motivation and sense of participation in order to avoid weaknesses of different teaching methods and improve the ability of teaching. Therefore, this approach can meet students comprehensive capacity need, particularly su

20、itable for foreign language teaching at the present stage in China.3. Brief introduction to the theoretical background of the application of the Balanced Activity ApproachBalanced Activity Approach used in English teaching for tens of years is based on the Acquisition and Learning Hypothesis and the

21、 Input and Output Theory. 3.1 The Krashens Acquisition and Learning HypothesisIn modern linguistics, there are many theories to discuss how humans are able to develop language ability. According to Stephen Krashens Acquisition-learning Hypothesis, there are two independent ways in which we develop o

22、ur linguistic skills: acquisition and learning. This theory is at the core of modern language acquisition theory that is perhaps the most fundamental of Krashens theories on Second Language Acquisition.Acquisition of language is a subconscious process of which the individual is not aware. One is una

23、ware of the process as it is happening and when the new knowledge is acquired. The acquirer generally does not realize that he or she possesses any new knowledge. According to Krashen, both adults and children can subconsciously acquire language, and either written or oral language can be acquired.

24、This process is similar to the process that children undergo when learning their native language. Acquisition requires meaningful interaction in the target language, during which the acquirer is focused on meaning rather than form.Learning a language, on the other hand, is a conscious process, much

25、like what one experiences in school. New knowledge or language forms are represented consciously in the learners mind, frequently in the form of language “rule” and “grammar” and the process often involves error correction. Language learning involves formal instruction. According to Krashen, it is l

26、ess effective than acquisition.This theory gives us an indication that the second language learning process should be a unity between some sort of conscious learning and a kind of unconscious acquisition. At this point, there is a consensus. At the same time, it is enough to tell students and teache

27、rs that foreign language teaching should be two ways: learning and acquisition. One is conscious learned knowledge of language; the other is unconscious acquisition of a verbal communicative competence. It seeks a sort of balance of learning and acquisition, which can be seen as one of the theoretic

28、al basis of the Balanced Activity Approach3.2 The Harmers Input and Output Theory Krashens Hypothesis stresses the importance of input of native language on second language learning. But Harmer points out that class activity includes two categories: input and output. Input refers to the information

29、that students have accepted; output refers to language that students have produced. For a successful English class, input and output are the two absolutely necessary aspects. Meanwhile, it points out that it is not enough for teachers to offer the input of language while English teachers should prov

30、ide more chances to students so that they can use them appropriately. Only when students can produce language, does it show that they make a positive response to the information that they has accepted. Next, language output can make students practice target language in classes and get the reflection

31、 from teachers and students in time in order to regulate and correct the language input which students have accepted before. Obviously, Harmers purpose in underlying the language input is to emphasize output. The former is the method, the latter is the goal. Harmers Input and Output Theory emphasize

32、 the unity between language input and output, which brings enlightenment that language teaching should offer input and output activities; on the teaching approach, English teachers should pay attention to different teaching approach which stresses language input and output.On the whole, Krashens Acquisition-learning Hypothesis and Harmers Input and Output Theory explain how to learn second language, which provide the theoretical frame to guide English teachers to choose the corresponding teaching methodBalanced Activity Approach.4. The application of Balanced Activi