2015 交际教学法 开题报告
2015届本科毕业论文
题目: 浅谈交际教学在中学英语课堂上的应用
院 系 名 称: 外国语言文学系
专 业 名 称: 英 语
学 号: SY1103126
姓 名: 王丹妮
指 导 教 师(职称): 李悦(讲师)
教务处制
二〇一五年五月
The Application of CLT in the English Class of
Middle School
A Thesis Submitted
to Shiyuan College of
Guangxi Teachers Education University
in Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts
By
Wang Danni
Supervisor :Li Yue
May, 2015
摘 要
在交际教学引入中国后,相当一部分专家与学者研究了交际教学在高中和大学的应用,但很少有研究资料与中学教学相关,所以此论文研究的是以基础教育选择对英语开始有兴趣的初中生为研究对象。作者希望通过探究当前交际教学在中学的现状从而找出一些问题和给出建议,然后分析其技巧来提高交际教学的教学质量。这不仅有效地研究了交际教学在课堂上的实用性问题;而且也肯定了交际教学所带来的优点与启示。作者论证交际教学在初中英语课堂的应用的方法有三种:1、文献研究法 2、对比分析法 3、举例子。最后如何探究交际教学在初中英语课堂的运用是一个值得讨论的问题。
关键词:交际教学 课堂 初中 应用
i
Abstract
After the CLT was introduced into China, a certain amount of educationists and learners studied the application of CLT in High School or College, but there were few data related to Middle School. So the research at the basis of basic education selects Junior School students as objects of study who are curious about English. The author hopes to explore the present statement of CLT in the English Class of Middle School so as to find out some problems and give some advice, then analyzes its techniques with an aim to improve the quality of CLT, It’s not only efficient to study on the practical problems of CLT in the classroom but also confirmed the advantages and enlightenment of CLT brought which is examined by author in three aspects: 1. Literature research method 2. Comparative analysis method 3. Set the sample. Finally how to use CLT in English classroom of middle school. It is a worth problem to be discussed.
Key words: CLT; Class; Middle school; Application
ii
CONTENTS
Chapter One Introduction
Chapter Two The theory and standards of CLT in the English Class of Middle School
2.1 The theory of CLT
2.2 The standards of CLT
Chapter Three The advantages and disadvantages in the English Class of Middle School
3.1 The advantages of CLT’s application
3.1.2 The principles of CLT
3.1.3 The objectives of CLT
3.1.4 The techniques of CLT
3.2 The disadvantages of CLT’s application
Chapter Four The advice of CLT in the English Classroom of Middle School
Chapter Five Application of CLT in the teaching of English 4.1 Pre - reading 4.2 While - reading 4.3 Post - reading
Chapter Six Conclusion
iii
广西师范学院师园学院2015届本科毕业论文
Chapter One Introduction
According to the statistics, English is the official language by one-third of people speaking English over sixty-three countries in the world, occupies seventy-five percent of television programs and more than eighty percent of scientific and technical information along with almost all software source codes written in English. So there is a growing demand of cultivating students not just endowed with language learning ability, but also accompanied by language communicative ability to cater for the development of globalization.
CLT dating from the 1960s in Britain replaced the earlier structural method which called Situational Language Teaching partly based on the theories of British functional linguistics Firth and Halliday along with American socio - linguists Hymes , Gumperz and Labov and the writings of Austin and Searle on speech acts. Additionally it responses on Chomsky's criticisms of structural theories of language in some sense.
CLT with an aim to communicate was introduced to China in the 1990s, its teaching procedure had been faced great changes under the development of New Curriculum Standard by the State Education Department from then to now, we saw the process of long history of CLT ’s reform in China for follows: In 1992, the State Education Development Commission (SEDC) brought a new English Teaching Syllabus which declared the intention of teaching English is to perfect the students’ communicative capabilities. In 1993, the word “communication ” in syllabus was officially placed on English teaching for the first time as a objective. In 1995, “China is a vastly different ELT environment from one that spawned and nurtured the communication approach” as long as communication’s concern by Hird. In 2001, SEDC demanded applying CLT into the English textbooks then until the present, CLT exerts enormous influence on “language in use” by view of English teaching and learning. Although obstacles existed ahead (e.g. 1. Grammar–oriented examination system 2. Students in a large class 3. Teacher’s dominating role in the teaching).
In my perspective, the existing problem is how to take advantage of CLT in Chinese education method to improve the teaching stuff committing themselves to find an new way to fit for their own education system. We should put CLT into the successful speaking activity. First, Let Learners talk a lot. As much as possible of the period of time allotted to the activity is in fact occupied by the learner talking since it’s an important criteria for evaluating effective teaching. Second, Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly 1
The Use of Linking Adverbials by Chinese College English Learners
distributed. Third, Motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say about it, or they want to contribute to achieving a task objective. Four, Language is of an acceptable level. Wang Qiang (2000) said:“Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. ”So I hope this research can perfect the application of CLT in the English class of middle school at all aspects of teaching process such as providing opportunities for active communicative interaction among students and making language learning meaningful for the students as well as encourage the students to use English in an authentic context.
Chapter Two The theory and standards of CLT in the
English Class of Middle School
2.1 The theory of CLT
In the wake of rapid improvement of oriented-education day by day. The teaching methods of teachers exerts grant influence on students and classes among which CLT is a typical kind of benefiting both teachers and students alike, so there are growing number of experts and learners laying stress on studying CLT.
The fundamental theory is composed
in of CLT. Social The Linguistics, Functional Linguistics and the Philosophy of language
communicated competence is posed by sociolinguist Hymes in terms of Chomsky’s concept of linguistic competence as a cornerstone. From Hymes’s (1972:15) words, there are “rules of use without which the rules of grammar would be useless” What’s more, linguist Little wood (1981.6) further explains the communication competence to sum up for below: (1) Master language knowledge and make a clear mind to expression. (2) Put learned language knowledge into practice. (3) Know not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. (4) Know about social background of language to speak English language like native speakers as much as you can. So in my eyes, it’s worth way to advocate in English method of teaching.
2.2 The standards of CLT
2
广西师范学院师园学院2015届本科毕业论文
Robinson(1984) points out the CLT mostly attaches importance to learners’ intentions and application rather than outwardly language. So it ’s the key of CLT since the language application serves communicative intentions. There are three main features of CLT: (1) It emphasizes the ability of savvy, expression, communication towards language with an aim to complete teaching intention. (2) It ’s student - oriented to be a passive participate of information in CLT instead of negative receiver. (3) The process of teaching is more communication. From the studies, we can see that only CLT bestows on three advantages to take effect on making the best use of what one has learned. Under no circumstances does Chomsk thinks (1975)“An organization's ability to understand sentences and sentences, nor is it a capacity to deal with affairs, but an abstract principles and knowledge to improve the system”.
Chapter Three The advantages and disadvantages in the English Class of Middle School
3.1 The advantages of CLT ’ s application 3.1.2 The principles of CLT
Although we vary from understanding of communicative language teaching, experts in the field of CLT like Richards and Rogers (1986:12-20) and Nunan (1991:1-13) all have agreed on follow three principle: (1) Communication principle - the real communication involves in given activities to improve learning. (2) Task principle - activities are laid stress on meaningful sense. (3) Meaningful principle - language is meaningful to learners in the whole activity. In addition, Hawatte (1984:279) claims that CLT that of “Language is acquired through communication.” No matter who argues on communication always connecting with CLT as it provides the experience for learners to know how to speak English in communication.
3.1.3 The objectives of CLT
“The goal of CLT refers to develop students’ communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations ”(2006:5). Professor Hans-Eberhard Piepho died in 2004 at the age of 75 who was an applied linguist in Germany that of whom had an impact on the teaching and learning of foreign and second languages. His celebrated and remarkable book is Communicative Competence as Primary Goal in Teaching English . Piepho states five levels of objectives in a communicative method,: (1) An integrative and 3
The Use of Linking Adverbials by Chinese College English Learners
content level (2) A linguistic and instrumental level (3) An effective level of interpersonal relationships and conduct (4) A level of individual learning needs (5) A general educational level of extra-linguistic goals. 3.1.4 The techniques of CLT
Oral communication is a bidirectionally social activities.It emphasizes the actual situation of the communication and interaction which is a kind of effective language communication activities between the communication objects on the premise of human's language skills. So the techniques of CLT as follows: (1) Integration-oriented in real life (e.g. 5 - minute speech before class, text - based drama, small debates etc.) (2) Situation-organized (e.g. Simulated situation and real situation) (3) Student-centered (e.g. Cooperative group learning methods, Intellectual stimulation methods etc.) (4) Information gap (e.g. Guessing games, Jigsaw puzzle, role play)
3.2 The disadvantages of CLT ’s application Although there are many advantages of communicative approach, when the concrete application of the CLT in classroom teaching has still many limitations and problems due to different factors such as language, cultural background such as a number of studies have been conducted with regard to its practicality in the Chinese contexts. (E.g. Anderson, 1993; Rao, 2002). “Both advantages and constraints are recognized by teachers and students, only using the learned grammar rulers and translation in small classes won’t meet the demands of students from different contexts.” So they don’t know how to appropriately communicate with others. What’s more, “as far as syllabus design and classroom teaching’s concern, it’s hard to design a syllabus with one to one correspondence between a function and a form. More often, one function of the language can be fulfilled by several language forms; similarly, one language form may also have several functions.”(MCDonough and Shaw, 2003). Finally, “whether such a approach is suitable for all age level of learners or all competence level of learners.”(MCDonough and Shaw, 2003).
(1) the wrong interpretation on communication competence
Owing to the goals and methods of CLT can’t keep a balance, in order to finish the aim of improving learners' communicative competence, communicative teaching advocates language in the classroom neither knowledge, nor the content, but the means of exchange and access to information in the concrete teaching with emphasizing the meaning and the communicative functions of language, communicative teaching method emphasizes the real,
4
广西师范学院师园学院2015届本科毕业论文
authentic language materials and scene, language use smoothly. The more you make communication smoothly, the more practitioners focus on communicative teaching method in communicative culture instead of its influence and cultivate students in the humanities. So this is actually not benefited to improve the learners' communicative competence. (2)the complex relationship both teacher and students
Judging from the characteristics of communicative language
it stands by the soul of the teaching, student - not
the teacher is no centered classroom has higher demands for teachers, teacher doesn’t play a leading role, but whole teaching activity also a guiding ability, only the organizational skills of teachers, but
longer a thought to prepare for teaching activities. We should adopt multi-aspects to operate the whole teaching activity so as to pay more attention on organizing, stimulating, encouraging and helping learners take part in activity. It ’s also a capable requirement for teacher. In the meantime, the CLT overuses communication while ignoring the use of written language.
(3)the contrast of students’ individual The CLT faces diverse students whose thinking, personality, learning style as well as language demands are different. Therefore it ’s hard to analyze and cater for each student ’s learning needs actually. Chapter Four The advice of CLT in the English Classroom of Middle School
All in all, CLT is considered as one of the most practical language and a far stronger in a common language tongue. Students can improve their communicative competence through CLT in English class, but people should realize that a method is effective only when it ’s appropriated the teaching context. Therefore, when a new method or approach emerges. The best way to do is to develop one ’s own teaching methods based on the context where are teachers and integrates the merits of different methodologies to serve the purpose of one’s teaching objectives and needs of one’s students. So there are some advice below:
(1)Lack of grammar-oriented:Traditional systematic teaching is the shortage of CLT, although one function can be expressed into different forms and context. There is no standard to know 5
The Use of Linking Adverbials by Chinese College English Learners
how to exactly use and choose. Hence it results from losing teaching effect due to unsystematic recognition for grammar so as to forget easily and make errors in imparting knowledge process. We should take some measures for below: (1) Build up your language sense in the game, context, task. (2) Use the two stage approaches. (3) Apply the ladder-spiral approach.
(2)The misunderstand of teaching communication approach: Early teaching of communicative approach was under the influence of Linguistics as a first wave of oral. Learning is intended to communicate for the most part of students
in this way for learning a foreign language , so this is one of the reasons for this misunderstanding. In China, foreign
language teaching since 1862, is basically the old European "grammar-translation method" . although teaching was reformed, the reform still stays in a slow step
with various disturbances, reform and development. The result of this misunderstanding is that some teachers simply go in oral English
regardless of whether students understand in class, so the thing we should do is to make communicative teaching complement traditional teaching
6
广西师范学院师园学院2015届本科毕业论文
Chapter Five Application of CLT in the teaching of English
7
The Use of Linking Adverbials by Chinese College English Learners
8
广西师范学院师园学院2015届本科毕业论文
9
The Use of Linking Adverbials by Chinese College English Learners
10
广西师范学院师园学院2015届本科毕业论文
11
The Use of Linking Adverbials by Chinese College English Learners
12
广西师范学院师园学院2015届本科毕业论文
13
The Use of Linking Adverbials by Chinese College English Learners
14
广西师范学院师园学院2015届本科毕业论文
15
The Use of Linking Adverbials by Chinese College English Learners
16
广西师范学院师园学院2015届本科毕业论文
17
The Use of Linking Adverbials by Chinese College English Learners
18
广西师范学院师园学院2015届本科毕业论文
19
The Use of Linking Adverbials by Chinese College English Learners
Bibliography
Hedge,T.(2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Chomsky. N. A review o f verbal behavior[ J]. Language , 1959, ( l): 35.
20
广西师范学院师园学院2015届本科毕业论文
HYMES D. H.On communicative competence[ C]. PRIDE, HOLM EA. Social linguistics. Harmoudsworth: Penguin, 1972.
LITTLEWOODW T. Communicative Language Teaching [M ]. Cambridge: Cambridge University Press, 1981.
MCDonough, J .& Shaw, C. (2003.2nd ED). Materials and Methods in ELT: A teacher’s guide. Oxford :Blackwell Publish Ltd.
Anderson, A. (1993). Is communicative approach practical for teaching in China ? Pros and cons. System 21/ 4:471-480.
邓海. 国外ESP 教学[ J]. 外语教学与研究, 1992, ( 1) : 20- 23.
李予军. 交际教学法研究在中国: 问题与思考[ J]. 外语界, 2001, ( 2): 13- 19.
沈阳农业大学学报(社会科学版), 2007- 06, 9 ( 3): 424- 426
张祖丽, 甘雪波. 交际教学法在初中英语教学中的应用[J]. 思茅师范高等专科学校学 报. 2002(04).
肖桂蓉. 交际教学法在初中英语教学中的应用[J]. 语数外学习(初中版下旬) 2014年01 期.
崔桂华. 走出英语教学的误区. 北京:中国高教研究,2003. 高红. 英语教学的现状与发展. 北京:人民教育出版社,2001. 何广铿. 英语教学研究. 广东:广东高等教育出版社,2002. 黄太铨. 交际教学法述评. 四川:四川师范大学学报 (社会科学版 ),2001. 胡壮麟,语言学教程. 北京:北京大学出版社, 2001(7).
潘惠霞.英语(第二版).大连:东北财经大学出版社,2002.
潘惠霞.英语(上、下册).北京:旅游教育出版社,2004(2) .
龚正民,陈矩. 现代英语教学理论与实践. 湖北教育出版社,1990. 李观仪. 具有中国特色的英语教学法. 上海外语教育出版社,1995.
李庆,孙麒译. 成功教学的策略. 中国轻工业出版社,2002. 王笃勤. 英语教学策略论. 外语教学与研究出版社,2002. 夏纪梅. 现代外语课程设计理论与实践. 上海外语教育出版社,2003.
王蔷. 2000.英语教学法教程[M]. 北京:高等教育出版社.
Acknowledgements
I would like to take this opportunity to express my deepest gratitude thanks to my supervisor —Li Yue who offers me academic and constructive advice on composing this paper. I have benefited greatly from her patience, encouragement and carefulness, excellent guidance.
21
The Use of Linking Adverbials by Chinese College English Learners
Then, I am very grateful of my lovely friends, they offered me quiet situation to compose my paper and discuss with me about my paper.
Last but not the least,I would like to express my thanks to those who spend their time in reading my paper.
22
作者简介
姓名:王丹妮 女 1992年2月29日出生 汉族
广西师范学院师园学院外国语言文学系英语专业2011级本科生 E-mail: [email protected]
声 明
本人郑重声明:本论文(设计)是本人在广西师范学院师园学院学习期间,在指导教师指导下独立完成的。其内容真实可靠,如存在抄袭、剽窃现象,本人愿承担全部责任。
同时,本人完全了解并愿意遵守广西师范学院师园学院有关保存、使用毕业论文(设计)的规定,其中包括:
1. 学院有权保管并向有关部门递交毕业论文(设计)的原件与复印件。 2. 学院可以采用影印、缩印或其他复制方式保存毕业论文(设计)。 3. 学院可以以学术交流为目的,赠送和交换毕业论文(设计)。 4. 学院可以允许毕业论文(设计)被查阅或借阅。
5. 学院可以按著作权法的规定公布毕业论文(设计)的全部内容或部分内容(保密毕业论文(设计)在解密后遵守此规定)。
除非另有科研合同或其他法律文书制约,本论文的科研成果属于广西师范学院师园学院。
特此声明!
声明人签名:
二○ 年 月 日
封底
(此部分不编入页码,且不写入任何内容)