交际法在英语教学中的运用.docx
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交际法在英语教学中的运用
“
题目:
交际法在英语教学中的运用
姓名:
阳梅
仙桃电大
提交日期:
2010年9月1日
题目:
TheApplicationoftheCommunicativeApproach
InEnglishTeaching
姓名:
YangMei
仙桃电大
提交日期:
September2010
Contents
Abstract(inChinese)………………
Abstract(inEnglish)
1.introduction
2.problem
3.problemanalysis
4.projectabjective
5.projecthypothesis
6.projectrationale
7.projectdesign
8.projectimplement
9.dataanalysis
10.projectovalution
11.Conclusion
论为摘要
交际法是在20世纪70年代起源于英国,随后便传到欧美等国,我国在90年代才开始推广这种方法,经过几年的运用以后,英语教学法发生了显著的变化。
本文主要介绍了交际法的起源,发展,理论依据及其在英语教学方面的观点,通过与传统教学法的比较,充分证明了交际法是一种合理有效的方法,不过在交际法中还存在着一些不足之处,我也提出了相应的解决方法。
关键词:
交际法理论应用提议
Abstract
TheCommunicationApproachwasoriginatedinEnglandin1970s,andthenitbecamepopularinEuropeanandNorthAmericancountries.Intheearly1990s,thisapproachbegantobeadvocatedinChina.Afterseveralyearsofapplication,theEnglishTeachinginChinahastakenonanewlook.Thispaperintroducesthebeginninganddevelopmentoftheapproach,itsbasictheory,andideaonforeignlanguageteaching,andprovesitareasonableandeffectiveapproachesappliedinChina.Atthesametime,thepaperalsopointsoutthedisadvantagesthatappearedintheapplicationoftheapproach.Finally,somesuggestionsforimprovementarealsopresented.
Keywords:
TheCommunicativeApproach,Theory,Application,somesuggestions
TheApplicationoftheCommunicativeApproach
InEnglishTeaching
EveryoneknowsitthatfosteringthestudentscommunicativecompetenceistheultimategoalofEnglishLanguageteachingisto.Actually,weneglectedthispointinthepast,Englishlanguageteachingjustservedforallkindsofexamination.Traditionally,EnglishteachingiscarriedoutbyaGrammer-TranslationApproach,whichisalsocalledStructuralismApproach(appr.S.A.).ReadingandWritingarethemajorfocus;littleornosystematicattentionispaidtospeakingorlistening.Forthousandsofschoollearners,foreignlanguagelearingmeansatediousexperienceofmemorizingendlesslistsofunusablegrammarrulesandvocabularyandattemptingtoproduceperfecttranslations.Studentsareforcedtorememberalotofgrammaticalrulesandlanguageknoeledgebuttheycan’tuseEnglishfreelyandappropriately,theyarestillverypoorinoralcommunicaation.Theydarenotopentheirmouthtoanswerteacher’squestions.Peopleusuallycallthis“DeafEnglish”and“DumbEnglish”.Thevicepremierlilanqingpointedoutthattheproblemof“Mosttime,leasteffective”existedinourcountry’sforeignlanguageteachingmethod.Sincetheearly1990s’,thecommunicativeApproach(appr.C.A.)hasbeenwidelyusedinChina.TheCommunicativeApproachwasalsocalledtheFunctionalApproachthatwasfirstadvocatedbysomeBritishlinguistssuchasH.G.Wilkinsetc.C.A.CompensatethedisadvantagesoftheS.A.Studentslearninordertouse.Bylearningincommunication,teachingbecomesmoreactive,effectiveandenjoyable.Atthesametime,someproblemsemerge.C.A.doesn’tfitChina’soldtestsystem,itcutsthegrammaticalsystemintopiecesandsosometeaachersbegantoinquireaboutthereliabilityofC.A.Inmyopiniion,C.A.isareasonableandeffectiveapproach,butsomeadjustmentshouldbemadetofittherealsituationofChina’sEnglishteaching.
I.AnIntroductiontoC.A.
1.BeginningoftheCommunicativeApproach
Directcontactamongnationshasbecomemoreandmorefrequentbecauseoftherapiddevelopmentofpolitics,economics,scienceangtechnologysinceWorldWarI.Thereforepeopleareforcedtopursueperfection,simplicityandpracticalityinlearning.Thecomingoftheinformationerahasshiftedpeople’sattentiontolanguagestructureinasensethatlanguageisacommunicativevehicletoconveyinfofrmation.Itwaslogicalthatmethodologyofforeignlanguageteachingtheoreticallyexploredindepththemajormotivationinlearning.ThisideologicaltrendintheorywastheseedoutofwhichC.A.grew.ItwasintiatedwhenthesuperinternationalgroupswereformedforeconomicreasonsafterworldWarII.ThegroupsincludetheEEC,CMEA,andASEANandotherdevelopedordevelopingcountries.TheapproachemergedinEECanditwasfirstappliedinEnglishteching,ThefirstpaperwasdraftedbyRene’Richterchin1972underthetitleofamodelfortheDefinitionoflanguageNeedsbyadults.Inthispaperheprovidedvariedsituationsinwhichastudentmighthavetousethetargetlanguage,theroleshemighthavetoplay,andthecomminicativeactivitiesinwhichhemighthavetoparticipate.ThismodellaterlaidasolidfoundationforC.A.In1973J.A.VanEkeproposedTheThresholdlevel,inwhichhedividedverbalbehaviorintotwoparts:
(1)Theperformanceoflanguagefunctions.
(2)Expressionofnotion.VanEKisthefirstmantomakeadistinctionvirtuallyamongnotion,functionandcommunication.In1976,D.A.WilkinspublishedhisMotionalSyllabuses.Heconsideeredcommunicationasthefunctionoflanguage,nottheresultofspeechact.Atthesametime,thisfashionableapproachwasnamedtheNotional-FunctionalApproach.
SincetheappearanceoftheNotional-FunctionalApproach,therehasbeenahotargumentbetweentheBritishandAmericanlinguists,In1971,theswitchofattentionwasshifteditteachingthelanguageascommunicativecompetenceproposedbyD.A.Hymens.Hehighlightedthedistinctionamongthethreeconceptsletnotion,functionandcommunication.Notionisaunitofthinking,functionisanexpressionofnotioninlanguageandFunctionsCategoriesbecamedesolategraduallyandgavewaytocommunicativecompetence.FromthenontheCommunicativeApproachhasbeenviewedasthedevelopmentoftheNotionalSyllabusandFunctionalCategories,orasanewapproach,whichhasspreadtheworldover.Itwasnotuntil1979,whenthecommunicativeApproachtolanguageteachingbyC.J.BrumfitandK.Johnsonwaspublished,thattheterm“CommunicativeApproach”becamepopularformallyasanindependentapproach.
In1989,L.G.Alexander,writerofnewconceptEnglishmadeaspeechinChina,holdingthatmethodsorapproachesbeforeC.A.belongtotraditionalcategoryinwhichstructureandvocabularyareonlyconsidered.BothhisNewConceptEnglishandlook,listenandlearnareproductsofthetraditionalmethods.TheC.A.isdoingthingsthroughlanguage.Itcontainstenelementsasfunction,generalnotions,specificnotion,setting,strutureandvocabulary,andphysicalgesturesandfacialexpressions,etc.Allthiscanbeviewedasthelatestdevelopingofcommunicativeapproach.
2.TheconnotationandvarietiesoftheCommunicationApproach
“Doingthingsthroughlanguage”isjustthelatestpropositionaboutC.A.Howeve,theexactconnotationofC.A.hasastrongversionandaweakone.Thestrongversionclaimsthattheacquisitionofforeignlanguageistheproductofcommunicativeactivities,notthepurposeforthem.Itadvocatesusinglanguagetolearnit.Studentsknowledgeofthetargetlanguageistheoutcomeofcommunicativeactivity.Theymustusetheircapacitiesintheactivitytolearnthenewlanguageandfirstdeveloptheircommunicativecompetence.
Theweakversionclaimsthatlearningistofacilitatecommunication,soknowledgeisusefulstudentsaresupposednotonlytolearnaforeignlanguage,butalsotolearnhowtouseit.Itholdsthatstudentslearnstructuresfirst,thentheirabilitiestousethembedeveloped.Fromtheviewpointoftheweakversion,somelinguistsandmethodologistsinBritaintooktheleadincreationanEnglishenvironmentforspeakingandinemployingnativespeakerstohelptrainstudentsabilitiestouseEnglishpractically.Theyhadpreviewedandsolvedthegrammarpointsbeforeclass,pavingthewaytoimprovetheirskillsinpractice,especiallytheirspeakingskill.Theirneedconcentratesonlanguageuseratherthanlanguageformanditencouragedtextbookwriterstoarousestudents’intrestinlearinganddrawtheirattentionbyusingmorecommunicativetechniqueswhiletheywerewritingthematerials,suchasusingconversations,gamesimitation,listeningandcompositionwriting,andsoon.
ToacquaintourselveswiththamainvarietiesofC.A.canhelpustounderstandwelltheC.A.,itsteachingmodsandtextbooks.
(1)M.A.Halliday’ssystematicgrammarasaninitiatorofsystematicgrammar.Halliday’smajorcontributiontolanguageteachingistolinklinguisticformswiththeirfunctionssoastokeeptheconsistencyoflanguageandlanguageuse.
(2)Widowson’ssyllabus.Thissyllabusischaracterizedbysuchfactsthatlanguageteachingisbasedoncommunicationandopposedtosystematizationandgradation.
3.ThetheoreticalbaseandhistoricaloriginofC.A.
ThetheorybasementofC.A.isthatlearingaforeignlanguageisnottomasteritsstructuresforforms,buttodevelopstudents’communicativecompetence.Thisideacontainstworelatedbutnotagreeableviews.OneisinitiatedfromCoonskin’sgenerativetransformationaltheoryandtheotherfrontHymen’scommunicativecompetence.
(1)Hymen’stheoryofcommunicativecompetence—linkinglanguagelearingwithsociolinguisticactivity.
Hymensandhiscolleaguesbelivedthatlanguagecouldnotexistwithoutsocialcontext.Accordingtothisbelief,Hymensproposedatheoryofcommunicativecompetence,whichincludedfourrespectsintermsofbothknowledgeandabilitytouselanguage:
a.whethertobeabletoknowtheagreementoflanguageformandgrammaticalrules.
b.whethertobeabletoknowhowtouseandrespondtodifferenttypesofspeechacts.
c.whetheranacceptablelanguageforrmisappropriateinrelationtoacontextinwhichitisusedandevaluated.
d.whethertobeabletoknowthefrequentuseoflanguageforms.
ItisclearthatHymensstressed