内蒙古师范大学.docx

内蒙古师范大学.docx

《内蒙古师范大学.docx》由会员分享，可在线阅读，更多相关《内蒙古师范大学.docx（10页珍藏版）》请在冰点文库上搜索。

内蒙古师范大学

内蒙古师范大学

期末课程作业

中文题目：

交际教学法与大学生口语教学

英文题目：

OntheCLTintheTeachingofOralCollegeEnglish

姓名：

张洋学号：

20114004037

学院：

外国语学院

专业班级：

外国语言及应用语言学2011级

指导教师：

武海燕职称：

教授

完成日期：

2012年2月4日

Contents

Contentsi

Acknowledgementsiii

摘要iv

ABSTRACTv

Chapter1Introduction1

1.1BackgroundInformation1

1.2SignificanceoftheStudy2

Chapter2Literaturereview3

2.1OverviewoftheTheoryofCommunicativeCompetence3

2.2TheTheoryofCommunicativeLanguageTeaching3

2.2FeaturesofCLT4

2.3TherolesofteacherandstudentsinCLT4

Chapter3ChapterThreeResearchDesign6

3.1ResearchQuestions6

3.2Instruments6

3.4Subjects6

3.5Procedure6

Chapter4ResultsandDiscussion7

4.1ResultsfromtheQuestionnaires7

4.2Discussion7

Chapter5PedagogicalImplications9

5.1RecognizingSocial,CulturallyDiverseFactors9

5.3Teachers’ProfessionalDevelopment9

5.4SomeSuggestedClassroomActivities9

Chapter6Conclusion11

6.1MajorFindings11

6.2LimitationsandFurtherStudy11

Bibliography13

Appendix14

Acknowledgements

Inpreparationofthiscoursework，Ioweagreatdebtofthankstoallthepeoplewhohavebeeninhelpanyway.

IshouldthankProfessorWuHaiyanforherlecturesthatIattendedduringthissemester.AndforherinsightfultutoringwhenIwasinclass.

Lastbutnotleast,Iwishtothankmyparentsfortheirassistanceandencouragement

摘要

在语言教学中，交际法的诞生可以追溯到上个世纪60年代末。

交际法，顾名思义，就是把提高学习者的语言交际能力看作为语言学习的最终目的。

这一观点受到了众多语言学研究者，尤其是语言教师的青睐，并被广泛运用于外语教学的各个层面，对外语的教与学产生了深远的影响。

随着中国改革开放的深入，中国的传统教学法已经越来越不能满足英语专业学生对外语学习的交际要求。

因此交际法自20世纪70年代末传入中国后，立刻引起了各界的广泛关注。

本文旨在通过借助交际教学法来探求一种新的口语教学模式，从而达到改善大学生口语能力的效果。

本文从分析英语教学的现状入手,论证了交际教学法在英语教学课堂中实施的重要性,并以口语教学为例,探讨如何在课堂中实施交际教学法.作者尝试着在教学中运用交际法理论来指导具体的教学工作，对运城学院英语专业学生进行教学试验，取得了一定的成就。

在此实践基础上，作者对交际法进行了较为系统的分析和总结，初步摸索出一套适用于大学生口语教学的方法。

实践结果表明交际英语教学法框架层次分明，可操作性强，注重语言的意义和形式，让学生在交际的过程中自然习得语言，在教学实践中深受学生的欢迎，由此可见交际教学法在提高大学生口语能力方面是可行的。

关键词：

交际教学法；交际活动；大学英语口语教学

ABSTRACT

Inlanguageteaching,theoriginsoftheCommunicativeLanguageTeachingcanbedatedbacktothelate1960s.Asitsnameindicates,theCommunicativeLanguageTeachingviewslanguagelearningasameansmainlyforcommunication.Thisideaappealstothosewhoseekamorehumanisticapproachtolanguageteachingandhasbeenwidelyemployedatalllevelsofforeignlanguageteachingandlearningsincethen.Likewise,theCommunicativeLanguageTeaching,sinceitsfirstintroductionintoChinaattheendofthe1970s,hasalsoexertedprofoundinfluenceonEnglishteachingandlearninginChinawhentraditionalteachingmethodswerenolongerconsideredappropriateforachievingEnglishmajor’communicativecompetence.ThispaperattemptstoprobenewspokenEnglishteachingpatternthatbyemployingCommunicativeLanguageTeaching（CLT）inimprovingEnglishmajors’oralproficiency.AnditprovestheimportanceofimplementingtheCLTinEnglishclassroomteachingbyanalyzingthecurrentsituationofEnglishteaching,andtakesspokenEnglishteachingasanexampletoprobeintohowtoimplementtheCommunicativeLanguageTeachingintheclassroom.TheauthorhasbeenstudyingtheapplicationoftheCommunicativeLanguageTeachingtoimprovetheoralproficiencyforEnglishmajorsforonesemester.Therearesomesatisfactoryfindings,whicharesuitableforthestudentsofEnglishmajors,suchas:

theCLThasstraightforwardFramework,CLTiseasytohandle,CLTemphasizesmeaningandformaswell,CLTencouragesstudentsacquirelanguageincommunication,andthatCLTasapracticalandeffectiveapproachispopularamongstudentsofEnglishmajors.

Keywords:

CommunicativeLanguageTeaching;communicationactivities;oralcollegeEnglish

Chapter1Introduction

1.1BackgroundInformation

Inthelastfewdecades,EnglishlanguageteachershaveemployedvariousteachingmethodologiesinaccordancewiththedevelopmentofthelanguageeducationandtheyhavemademuchprogressinEnglishLanguageTeaching（ELT）.However,theteachershavebeenfocusingmoreonthegrammaticalandstructuralaspectsofthelanguagethantheuseofthelanguagesothatEnglishLanguageTeachinginChinahasbecomelesseffectiveandmoretime-consuming.Inordertoalterthisdefectivesituation,ChineselinguistsintroducedanewteachingapproachtoEnglishLanguageTeachingwhichwasreferredasCommunicativeApproach,orsimplyCommunicativeLanguageTeachingwhichhasbeenundertherelentlessrefinementanddevelopmentbylinguistsandeducatorsnowadays.ThemethodologyofCLTwhichwasintroducedinChinainthe1980’shasmademuchimpactonEnglishlanguageeducation.Nonetheless,thetheoryofCLTincludingtheconceptofcommunicativecompetencecouldnotbecompletelyunderstoodbysometeachers,andmanyproblemsincludingtherestrictedteachingconditionsandtraditionalattitudesandrelationshipsbetweenteachersandstudentsledtothefailureoftheexpectedachievementofCLTinEnglishLanguageTeaching.

SincetheMinistryofEducationwhichisthesectionofthegovernmentinchargeoftheeducationpolicyofthenationadvocatedthenewCollegeEnglishSyllabusin1991,someEnglishteachersfornon-EnglishmajorshavebeguntopracticetheteachingmethodologythatemphasizestheactualuseofthelanguageforcommunicationastheultimategoalofEnglishLanguageTeaching.Therefore,muchconcernhasbeenplacedontheadoptionofCommunicativeLanguageTeachingwhichremindsteachersandstudentsintheuniversitiesthatthegoaloflearninglanguagesisnotonlytoknowthem,butalsotousethemforcommunication.YunchengUniversityisoneoftheuniversitiesinChina.Thereareaboutsixthousandnon-Englishmajorstudentswhoentertheuniversityasfreshmeneachyearandthereareonlyaboutonehundredteacherswhoteachnonmajorstudentsintheuniversity.Mostoftheteachershavegotusedtothetraditionalteachingmethodsthatteachersplaythedominatingrolesinthelargeclass.WiththereformofCollegeEnglishTeachinginChina,theteachersinYunchengUniversityhavebecomeawareoftransformingthetraditionalmethodswhichfocusonlinguisticlanguageandimpartmentoftheknowledgetothecommunicativemethodswhichaimatcultivatingstudents’communicativeabilities.

1.2SignificanceoftheStudy

TheresearchisexpectedtoenlightenEnglishteachersonhowtofostercommunicativecompetenceinstudentsandwhethertoimplementCommunicativeLanguageTeaching（CLT）infurtherEnglishteaching

Chapter2Literaturereview

2.1OverviewoftheTheoryofCommunicativeCompetence

CLTresultsfromatheoryoflanguageascommunication.ThegoaloflanguageteachingistodevelopwhatHymes（1972）referredtoas“communicativecompetence”.HymescoinedthistermtocontrastacommunicativeviewoflanguageandChomsky’stheoryofcompetence.Hymes’theoryofcommunicativecompetenceisadefinitionofwhataspeakerneedstoknowinordertocommunicatecompetentlyinaspeechcommunity.Hebelievesthataslanguageusersspeakorwrite,theymakefourkindsofjudgments:

（1）Whether（andtowhatdegree）somethingisformallypossible;

（2）Whether（andtowhatdegree）somethingisfeasibleinvirtueofthemeansofimplementationavailable;

（3）Whether（andtowhatdegree）somethingisappropriate（adequate,happy,successful）inrelationtoacontextinwhichitisusedandevaluated;

（4）Whether（andtowhatdegree）somethingisinfactdone,actuallyperformed,

Andwhatitsdoingentails（Hymes,1972:

281）.

2.2TheTheoryofCommunicativeLanguageTeaching

Basedontheconnotationofcommunicativecompetence,acorrespondingteachingapproach,CA,orCLTcomesintobeing.DifferenttheoristshaveoffereddifferentdefinitionsofCLT.

Sinceitisdifficulttosynthesizeallofthevariousdefinitions,forthesakeofsimplicityanddirectness,H.D.Brown（1994）offersthefollowingfourinterconnectedcharacteristicsasadefinitionofCLT.

（1）Classroomgoalsarefocusedonallofthecomponentsofcommunicativecompetenceandnotrestrictedtogrammaticalorlinguisticcompetence.

（2）Languagetechniquesaredesignedtoengagelearnersinthepragmatic,authentic,functionaluseoflanguageformeaningfulpurposes.Organizationallanguageformsarenotthecentralfocusbutratheraspectsoflanguagethatenablethelearnertoaccomplishthosepurposes.

（3）Fluencyandaccuracyareseenascomplementaryprinciplesunderlyingcommunicativetechniques.Attimesfluencymayhavetotakeonmoreimportancethanaccuracyinordertokeeplearnersmeaningfullyengagedinlanguageuse.

（4）Inthecommunicativeclassroom,studentsultimatelyhavetousethelanguage,productivelyandreceptively,inunrehearsedcontexts.

2.2FeaturesofCLT

Oneofthemostrecognizedoffeatures’listsisDavidNunan’sfivefeaturesofCLT.AccordingtoNunan（1991）,firstlyCLTemphasizeslearningtocommunicatethroughinteractioninthetargetlanguage.Secondly,itisimportanttointroduceauthentictextsintothelearningsituation.Thirdly,itisnecessarytoprovideopportunitiesforlearnerstofocus,notonlyonlanguagebutalsoonthelearningmanagementprocess.Fourthly,thelearner’ownpersonalexperiencesareneededasanimportantcontributingelementtoclassroomlearning.Lastly,itisrecommendedtolinkclassroomlanguagelearningwithlanguageactivitiesoutsidetheclassroom.

2.3TherolesofteacherandstudentsinCLT

ThetypesofclassroomactivitiesproposedinCLTalsoimplynewrolesintheclassroomforteachersandstudents.Studentsnowhavetoparticipateinclassroomactivitiesthatarebasedonacooperativeratherthanindividualapproachtolearning.Studentshavetobecomecomfortablewithlisteningtotheirpeersingroupworkorpairworktasks,ratherthanrelyingont