Communicative Approach in English Teaching.docx

Communicative Approach in English Teaching.docx

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CommunicativeApproachinEnglishTeaching

CommunicativeApproachinEnglishTeaching

Outline

I.ProblemsinthepresentEnglishteachingandcausesoftheseproblems

II.Introducethecommunicativeapproach

1.Thedefinitionofcommunicativeapproach

2.Twoprinciplesofcommunicativeapproach

（1）Createarealisticsituation

（2）Theclassshouldbestudents-centered

III.Adoptcommunicativeapproachtoimprovestudents’abilitytolistenandspeak,andachievethegoalofEnglishteaching

1.Threestagesincommunicativeteaching

2.Communicativeactivitiesinclass

3.AchievethegoalofEnglishteachingthroughcommunicativeapproach

IV.Conclusion

Abstract

Languageisameansofcommunication.Althoughitisnottheonlyformofcommunicationamonghumanbeings,itiscertainlythemostimportant.Englishteachingistoteachthestudentshowtocommunicatewitheachother,totrainthestudents’goodandcompletelanguageability-------toexpresstheirideascorrectlyandtoeasilyadjustthemselvestoeverykindofsocialsituation.Englishteachingisacaseinpoint.ThispaperistodiscusssomeproblemsofpresentEnglishteachingapproach,tostatetheprinciplesandadvantagesofcommunicativeapproach,andtogivesomeadviceonhowtomaketheEnglishclassmorecommunicativeandimprovethestudents’abilityoflisteningandspeaking.

KEYWORDS:

communicativeapproachtheabilityoflisteningandspeakingsimulation

communicativeactivities

摘要

语言是交流的工具,尽管语言不是人类交流的唯一方式,但它却是人类交流量重要的一种方式英语教学旨在教会学生如何进行交际,培养学生良好的完整的语言能力------正确表达自己的思想和适应社会的需求.英语教学至关重要.本文论述了目前英语教学中存在的一些问题,阐述了交际教学法的基本原则和优点,以及如何适应英语教学课堂更加交际化,提高学生的听说能力.

关键词:

交际法听说能力交际活动情景

CommunicativeApproachinEnglishTeaching

I.PorblemsinthepresentEnglishteachingandcausesoftheseproblems

Aspresent,Englishteachingreformhasbeencarriedoutinschools,someteachingreformhasbeensucceeded,buttherearestillsomeproblemsinEnglishteaching.ThestudentswhohavehadseveralyearsoftraininginEnglisharestillunabletoactuallyusethelanguage.Actually,manyteachersignoretheimportanceofthestudents’abilityoflisteningandspeaking.Nowtheteachershavebeenfacedwiththeproblemofimprovingthestudents’abilityoflisteningandspeaking.

Englishteachingreformiscarriedoutonanational-widescale,howdoweevaluateit?

Mostofheadmastersandteachersonlypayattentiontothemarksoftheentranceexamination.Itseemsthatsomestudentshavegothighmarksinexamination,buttheirlisteningandspeakingareverypoor,theycan’tcommunicatewithwhattheyhavelearned.

II.Introducethecommunicativeapproach

1.Thedefinitionofcommunicativeapproach

Communicativeapproachreferstothetheoryofteachingaccordingtotheprinciplethatthestudentsandteachersshouldgenuinelycommunicatewitheachotherusingthetargetlanguage.

2.Twoprinciplesofcommunicativeapproach

Amongthenumerousprinciplesofcommunicativeapproach,therearetwopiecesofprinciples,whicharemoreimportantinChina’sEnglishteaching.

2.1Createmorerealisticsituation

Thecurrentteachingmethodsdon’temphasizetherealworldsituationsandfailtocultivatestudents’spontaneity.Artificialconventionsandmechanicalquestion-and-answersequencesfallshortoftheflexible,spontaneouskindofcommunicativeinteractionrequiredforperformingataskwiththecontextofsituationrelevanttotherealworld.

Themostobviousadvantageofthesekindtechniquesisthatitputsthelearnersinrealisticsituations.Bysimulatingthephysicalcircumstancesofcertainsituations,thestudentscanhavetheopportunitytouseandtopractisethesortoflanguage,particularlythevocabularyrelatedtothatsituation,sothatlearnersarerehearsedforreallife.Inaddition,theycanexpresswhattheywanttosaywheneverthesituationcallsforit.

2.2Theclassshouldbestudents-centered

Thefocusofclassroomshouldbeshiftedfromtheteachertostudents.ThepresentteachinginChina,theclassisjustmainlyteacher-centered.

Theteacherdoesmostthetalkingandalwayshasthewholeclassunderhisstrictcontrolbylecturing,questioning,correctingstudentsandoftensupplyingcorrectanswerstotheexercises.Insuchaclass,theteacherisobviouslythemostauthoritativeperson.

Theclassshouldbelearners-centered.Communicativeapproachmakeslearnerstobethemselvesandrequirestheclassroominstructortoplayasecondaryrole,tryingtokeepfocusonthestudentsnotonhimselfandencouragingstudentstocommunicateamongthemselves.Theteachershouldallowfullscopeforhisstudents’spontaneouslearningprocessandgivemoreopportunitiesforthestudentstotalk,performandexpresstheirownideas.Inthisway,thestudentswillnolongerfeelinferior.Gradually,theywillformapositiveattitudetowardEnglishstudying.Thisrelationshipwillcontributefavorablytoeffectivelearning.Itistosaythatthestudentsarethemainpartincommunication,whiletheteacherhelpsthestudentstocommunicate.Theroleandrelationshipbetweentheteacherandstudentsarefixedbythestudents-centeredprinciple.

Thesetwopiecesofprinciple,ofcourse,willnotsolvealltheproblems,forcommunicationteachingdoesnotonlyinvolvemethodsandtechniquesbutalsomaterialdevelopment,testing,classorganizationandpossiblytheretrainingofthestaff.T

TheaimofteachingEnglishistodevelopthestudent’sabilityofusinglanguagecommunicativeability.Wesaytheprocessofteachingistheprocessofcommunication,soEnglishteachingshouldusethecommunicativeapproach.

III.Adoptcommunicativeapproachtoimprovestudents’abilitytolistenandspeaking

1.Threestagesofcommunicativeteaching

Communicativeapproachisagoodwaytoimprovethestudents’abilityoflisteningandspeaking,anditisthoughthighlybymoreandmorepeople.Communicativeteachingisaverycomplexprocess.Theteachercandividethestudents’learningintothreestages:

Inthefirststage,theteacherisasortofinformation---heselectsmaterialtobelearntandpresentsitsothatthestudentscanunderstanditandrememberitasclearlyaspossible.Thestudentsmaydolittletalkingbuttheyshouldbynomeansbepassive.

Thesecondstageisthepracticestage.Merethestudentsdothetalkingorganizedfromcuebytheteacher---thispracticeshouldbemeaningfulandmemorable.

Thethirdstageisoftenommittedbymanyteachers.Itisaproductionstage;“Nolearningcanbeassumedtohavetakenplaceuntilthestudentsareabletousethelanguageforthemselves（H.G.Widdowson）.”Theyshouldbeallowed,undertheguidanceoftheteacher,tousethelanguagefreely,eveniftheymakesomemistakesasaresult.

2.Theclasscommunicativeactivities

Languagelearningtakesplaceamongthestudentsandteacherswhoknowtheirfrequentfrustration,manyaspectsofitarebeyondtheirpedagogiccontrol,itislikely,infact,thatmanyaspectsoflanguagelearningcantakeplaceonlythroughnaturalprocesses.Ifthisisso,communicativeactivityisanimportantpartofthetotallearningprocess.

Communicativeactivityprovidesopportunitiesforpositivepersonalrelationshipstodevelopamonglearnersandteachers.Theserelationshipscanhelptohumanizetheclassandtocreateandenvironmentthatsupportstheindividualinhiseffortstolearn.

Inlookingforwaysofcreatingmorevariedformsofinteractionintheclassroom,teachersofforeignlanguagehaveturnedincreasinglytothefieldofsimulation.Learnersareaskedtoimaginethemselvesinasituationwhichwouldoccuroutsidetheclassroom,andtheyareaskedtobehaveasifthesituationreallyexcited.

Teachingaforeignlanguageisdifficultbecausetheteacheristryingtoteachintheclassroomsomethingwhichisnormallylearntoutsideandusedoutsidethenormalrangeofexperienceoftheclassroom.Thusintheclassroomtheteacherandstudentshavetotrytocreatesimilarconditionstothoseoutsidetheclassroominordertofacilitatethelearningprocess.

“Role-playing”isonemethodofgettingthestudentstoimaginetheyaresomeoneelseandplaythatpart.Thefollowingisanexample,usedincontextofdiscussingtelevision.Theteachercanusecuecards,whicharedesignedaspromptsforaconversation.Noticethatthisactivityinvolvesthestudentsingroupwork,whichisalsoanimportantfeatureofreproducingreallifeconfitionsinsidetheclassroom.

Picturesareanotherextremelyusefulvisualaid.Picturesofpeopleandplacesaremuchmoreinterestingthanordinaryobjects.Thisisanotherchanceforgroupworkandgenuinediscussion.

Communicativeactivitiesareveryimportantinlanguagelearning.Itmaybeusefultoconsiderbrieflywhattheteachermighthopetoachievethroughthecommunicativeactivityintheclassroom.Sincethiswilldeterminehisownattitudetowarditandwhathegivesitinhisoverallmethodology.Thelearners’ultimateobjectiveistotakepartincommunicationwithothers.Theirmotivationtolearnismorelikelytobesustainediftheycanseehowtheirclassroomlearningisrelatedtothisobjectiveandhelpsthemtoachieveitwithincreasingsuccess.

3.AchievethegoalofEnglishteachingthroughcommunicativeapproach

Englishisaninternationallanguage.Oneofthemostfrequentlygivenreasonintoday’sChinafortheteachingofEnglishisthatitaffords“awindowontheworld”.Nowtheteachershavefacedwiththeproblemofimprovingthestudents’abilityoflisteningandspeaking.Butnowwelacktheenvironmentofstudyingforeignlanguage,andourEnglishlessonsarelimited.Underthesecircumstances,communicativeapproachisagoodmethodtoimprove