平衡活动教学法在英语教学中的应用.docx

平衡活动教学法在英语教学中的应用.docx

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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

TheApplicationofBalancedActivityApproachinJuniorSchoolEnglishTeaching

JinPing

Abstract:

Inthispaper,theauthormainlydiscussesthetheoreticalbasis,definitionsuperiorityandtheapplicationoftheBalancedActivityApproach.Itadvocatesabalancebetweenacquisitionandlearningandabalancebetweeninputandoutputinordertoimprovestudents’integratedskillsofuseofEnglish.Theauthorarguesthatthisapproachovercomesthedisadvantagesofdifferentteachingmethods.ThereforeitissuitableforpresentEnglishteaching.

KeyWords:

BalancedActivityApproach;Englishteaching;inputandoutput

Contents

1.Introduction1

2.BriefintroductiontotheBalancedActivityApproach1

3.BriefintroductiontothetheoreticalbackgroundoftheapplicationoftheBalancedActivityApproach2

3.1TheKrashen’sAcquisitionandLearningHypothesis2

3.2TheHarmer’sInputandOutputTheory3

4.TheapplicationofBalancedActivityApproachinJuniorSchoolEnglishTeaching3

4.1ThesuperiorityoftheBalancedActivityApproach4

4.1.1Thesuperiorityonmeans4

4.1.2Thesuperiorityonlearners4

4.2TheapplicationofBalancedActivityApproachinJuniorSchoolEnglishTeaching5

4.2.1Theactivitiestodevelopthecapacityofproduction（speakingandwriting）5

4.2.2Theactivitiestocultivatetheabilityofreceiving（listeningandreading）6

4.3TherequirementoftheBalancedActivityApproachtoEnglishteachers7

4.3.1Theuseofmaterials7

4.3.2Theimprovementofthewayofactivities7

4.2.3Theimprovementofcommunicativecompetence7

5.Conclusions8

Bibliography9

Acknowledgments10

1.Introduction

WiththepopularityanddepthofforeignlanguageinChina,manyexperts,scholarsandteacherstrytoexplorethesuitablewayfortheEnglishteaching,especiallyinJuniorMiddleSchool.Itiswell-knownthatgoodandeffectiveteachingmethodisthegoalthatEnglishteacherspursueallthetime.ButFrankChargroomsaysthatinthepasttwoorthreedecadesofstudiesaboutforeignlanguage,whetheritisqualitativeorquantitative,ithasshownthatthereisafailuretoprovidewaywidelyregardedasthebestmethodforEnglishteaching.Inanycase,whethertheteachingmethodisthebestornot,itdependswhetherithassufficientbasistheory,whetheritcanbringthebetterteachingresultandwhetheritcanstimulatestudents’interestsinlearningandmotivation,mobilizetheirsenseofparticipationandmeettheirrequirements.Anysimpleteachingmethodcannotmeettheirneedsandimprovetheirownoveralllanguageskillsclearly,soitisnecessarytoexploreateachingmethodthatemphasizesbothlinguisticformandfunctionoflanguage.Startingfrom1982,itisquiteobviousthatmoreandmoreJuniorSchoolshavestartedtoadoptBalancedActivityApproachintheirlowermiddleclasses.TheBalancedActivityApproachisproposedbyHarmerin“ThePracticeofEnglishLanguageTeaching”.ManyscholarshavemadeinterrelatedresearchesforapplicationofBalancedActivityApproach.SomediscusstheapplicationofBalancedActivityApproachinteachingvocationalschoolstudentsEnglish.SometalkaboutthedifferenceandsimilaritybetweenBalancedActivityApproachandotherteachingapproach.AccordingtotheAcquisitionandLearningHypothesisproposedbyKrashenandtheInputandOutputTheoryproposedbyHarmer,thispaperchieflydiscussestheapplicationofBalancedActivityApproachinJuniorSchoolEnglishteaching.TheessaybeginswiththebriefintroductiontotheAcquisitionandLearningHypothesisandInputandOutputTheory,whicharethetheoreticalbackground,andthentheauthorwilldiscussthedefinitionandsuperiorityoftheBalancedActivityApproachinclasses.Next,theessayfollowsanissue—howtodevelopclassactivities.Finally,itistoarguetherequirementforEnglishteachersinJuniorMiddleSchoolsinapplicationoftheBalancedActivityApproachinclasses.Throughthisthesis,juniorEnglishteacherscanknowmoreinformationaboutBalancedActivityApproachandhowtouseitinclassesproperlysothattheychangetheirteachingmethodsandimprovetheefficiencyofclassesandqualityofteaching.

2.BriefintroductiontotheBalancedActivityApproach

TheBalancedActivityApproachisanovelandadvancedteachingmethod,whichisregardedastheundisputedrisingstarofthecommunicationlanguageteachingbytheteachingprofessionathomeandabroad.TheemergenceofthisapproachenhancesthevitalityofcommunicativeteachingandpromotesthedevelopmentoftheCLTmovement.

SinceproposedbyHarmerin1980s,thistheoryhasbeenincreasinglyimproved.Itovercomesthedrawbacksoftraditionalteachingthatemphasizesknowledgeofthelanguageandthewrittenform,neglectingtocultivatethecapacityoforalEnglish,whichcannotguaranteetheuseofforeignlanguageskillfullyandmakeuptheshortcomingsofaudio-visualmethodandsituationalmethodwhichstressmechanicaltraining.Atthesametime,itplaysanimportantroleoncorrectingignorancetotheformoflanguage.

TheBalancedActivityApproachreflectsacompromiseonthepedagogy.Itstressesthattheteachershouldtakevariousactivitiestostimulatestudents’motivationandsenseofparticipationinordertoavoidweaknessesofdifferentteachingmethodsandimprovetheabilityofteaching.Therefore,thisapproachcanmeetstudents’comprehensivecapacityneed,particularlysuitableforforeignlanguageteachingatthepresentstageinChina.

3.BriefintroductiontothetheoreticalbackgroundoftheapplicationoftheBalancedActivityApproach

BalancedActivityApproachusedinEnglishteachingfortensofyearsisbasedontheAcquisitionandLearningHypothesisandtheInputandOutputTheory.

3.1TheKrashen’sAcquisitionandLearningHypothesis

Inmodernlinguistics,therearemanytheoriestodiscusshowhumansareabletodeveloplanguageability.AccordingtoStephenKrashen’sAcquisition-learningHypothesis,therearetwoindependentwaysinwhichwedevelopourlinguisticskills:

acquisitionandlearning.ThistheoryisatthecoreofmodernlanguageacquisitiontheorythatisperhapsthemostfundamentalofKrashen’stheoriesonSecondLanguageAcquisition.

Acquisitionoflanguageisasubconsciousprocessofwhichtheindividualisnotaware.Oneisunawareoftheprocessasitishappeningandwhenthenewknowledgeisacquired.Theacquirergenerallydoesnotrealizethatheorshepossessesanynewknowledge.AccordingtoKrashen,bothadultsandchildrencansubconsciouslyacquirelanguage,andeitherwrittenororallanguagecanbeacquired.Thisprocessissimilartotheprocessthatchildrenundergowhenlearningtheirnativelanguage.Acquisitionrequiresmeaningfulinteractioninthetargetlanguage,duringwhichtheacquirerisfocusedonmeaningratherthanform.

Learningalanguage,ontheotherhand,isaconsciousprocess,muchlikewhatoneexperiencesinschool.Newknowledgeorlanguageformsarerepresentedconsciouslyinthelearner’smind,frequentlyintheformoflanguage“rule”and“grammar”andtheprocessofteninvolveserrorcorrection.Languagelearninginvolvesformalinstruction.AccordingtoKrashen,itislesseffectivethanacquisition.

Thistheorygivesusanindicationthatthesecondlanguagelearningprocessshouldbeaunitybetweensomesortofconsciouslearningandakindofunconsciousacquisition.Atthispoint,thereisaconsensus.Atthesametime,itisenoughtotellstudentsandteachersthatforeignlanguageteachingshouldbetwoways:

learningandacquisition.Oneisconsciouslearnedknowledgeoflanguage;theotherisunconsciousacquisitionofaverbalcommunicativecompetence.Itseeksasortofbalanceoflearningandacquisition,whichcanbeseenasoneofthetheoreticalbasisoftheBalancedActivityApproach

3.2TheHarmer’sInputandOutputTheory

Krashen’sHypothesisstressestheimportanceofinputofnativelanguageonsecondlanguagelearning.ButHarmerpointsoutthatclassactivityincludestwocategories:

inputandoutput.Inputreferstotheinformationthatstudentshaveaccepted;outputreferstolanguagethatstudentshaveproduced.ForasuccessfulEnglishclass,inputandoutputarethetwoabsolutelynecessaryaspects.Meanwhile,itpointsoutthatitisnotenoughforteacherstooffertheinputoflanguagewhileEnglishteachersshouldprovidemorechancestostudentssothattheycanusethemappropriately.Onlywhenstudentscanproducelanguage,doesitshowthattheymakeapositiveresponsetotheinformationthattheyhasaccepted.Next,languageoutputcanmakestudentspracticetargetlanguageinclassesandgetthereflectionfromteachersandstudentsintimeinordertoregulateandcorrectthelanguageinputwhichstudentshaveacceptedbefore.Obviously,Harmer’spurposeinunderlyingthelanguageinputistoemphasizeoutput.Theformeristhemethod,thelatteristhegoal.Harmer’sInputandOutputTheoryemphasizetheunitybetweenlanguageinputandoutput,whichbringsenlightenmentthatlanguageteachingshouldofferinputandoutputactivities;ontheteachingapproach,Englishteachersshouldpayattentiontodifferentteachingapproachwhichstresseslanguageinputandoutput.

Onthewhole,Krashen'sAcquisition-learningHypothesisandHarmer’sInputandOutputTheoryexplainhowtolearnsecondlanguage,whichprovidethetheoreticalframetoguideEnglishteacherstochoosethecorrespondingteachingmethod—BalancedActivityApproach.

4.TheapplicationofBalancedActivi