交际法在英语教学中的运用Word格式.docx

交际法在英语教学中的运用Word格式.docx

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仙桃电大

提交日期：

2010年9月1日

TheApplicationoftheCommunicativeApproach

InEnglishTeaching

YangMei

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