【英语论文】交际口语教学法提升学生口语水平Enhancing students spoken ability through communicative language teaching.doc

交际口语教学法提升学生口语水平enhancing students spoken ability through communicative language teaching论文摘要论文中文摘要应包括以下内容：项目背景（比如公司名称，作者的角色等）、问题、问题的原因分析综述、项目目标、项目假设、项目对象、项目内容、项目实施时间、项目调研方法、项目调研结果综述以及项目意义。字数要求：500字至800字。 交际法是在上世纪60-70年代形成的一种外语教学法。它注重培养学生的交际能力；鼓励学生多接触和使用外语；用真实的语言材料，在真实的情景中，实际的交际过程中学习外语。我们的传统教学忽视对学生交际能力的培养，许多学生经过多年的英语学习，却听不懂、讲不出英语。交际法在英语教学中的运用可以有效地弥补这一不足。在运用交际法进行英语教学实践中要努力唤醒学生的主动性，通过多种途径引导学生从被动地接受成为主动吸收。改变单纯的老师讲学生听的传统教学模式，增加学生的说话时间，尽可能多地给学生提供生动活泼的、形式广阔的学习、实践和创造机会，让学生主动去模仿、记忆、运用和创造英语。“成功的外语课堂教学，应在课内创造更多真实的生活情景，让学生有机会运用自己学到的语言材料”。因此，运用交际法进行英语教学，要借助手式、动作、表情、实物、图片等手段为学生创造贴近教材内容的直观情景，而且要用语言的声调、节奏、情感等描述创造语言情景。最重要的是要将教英语和用英语结合起来，把课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间的一个交际过程。但是交际法和其它英语教学法一样并不完美。它的不利因素也会影响学生的进步。尽力发挥其优点来帮助学习者学好英语是英语教师在教学过程中要努力做到的。关键词：交际法，语言，口语教学abstract the abstract should include the following information: introduction (what is this project about? why is this project interesting or important?); hypothesis (what did you think you would find? why?); methods (briefly explain your procedure.); results (what did you find when you performed your project?); discussion (are your results consistent with your initial hypothesis? why or why not?); conclusion (what is your interpretation of what these results mean? why should anyone become excited about or interested in your findings?).suggest length: 200 words. communicative language teaching began to emerge at the end of the 1960s and the beginning of the 1970s. it is an approach to second or foreign language teaching. its goal is to develop the students ability in learning a foreign language, not only to apply the grammatical rules of a language in order to make grammatically sentences, but also to know when, where and to whom to use these sentences. the final aim of the language class should be to enable the students to express his own meaning in the language and not just to repeat utterances he has heard before. using clt in spoken english teaching is to enhance chinese students ability to communicate in english effectively and efficiently. the crucial part in teaching spoken english in the communicative classroom is designing communicative activities. the activities are based on the information-gap principle and task-dependency principle. in developing the learners communicative competence that proper classroom management, communicative activities such as simulation, role-play, games, drama, etc .are extremely helpful. but clt is similar to other teaching methods it is not perfect. its negative effects also affect the learning process. what an english teacher is supposed to do is to make the best of its advantages and avoid its disadvantages. key words:communicative language; competence and performance; spoken english teaching.table of contentspages1. introduction .introduction my teaching experience.11.12. rationale .2.1 choose suitable speaking materials:2.2principles for english speaking teaching.3. data description a comparative experiment used in present research as methodology. 3.1 objectives:3.1.1 .3.2 subjects: data collection and analysis3.3 conclusioncommunicative activities in teaching spoken englishmajor heading of the project report1. introduction my teaching experience.2.1my problem 2.2problem analysis2.3project objective2.4project hypothesis2.5solutiona. making material suitable for the majority of studentsb. giving clear goal of an activity3. data analysis:4. conclusioni. introduction i have been teaching spoken english to the adult students. this paper attempts to explore the communicative activities in oral english teaching. although english teaching in china has made unparalleled progress in the past years, there are still some problems. one of them is that after years of hard study, many students are still unable to communicate effectively in english. it is no doubt that this is closely related to the traditional teacher-centered teaching practice. communicative activities seem more feasible in spoken language teaching. it allows students opportunities for authentic and creative use of the language and caters to the needs of students. the underlying philosophy is that learning a second or a foreign language is more rewarding, meaningful and effective when the language is used for authentic communication. in my teaching i have found that certain classroom activity will make some students feel bored because they consider it too simple, while the same activity will make some other students lose heart because it is too difficult for them. still other students who are very shy do not usually open their mouths in class. so how i can motivate both kinds of students like to practice their oral english through my activity? i tried some research activities to make sure what methods can solve my teaching problem2 rationale in second language acquisition relative to the classroom interactionmany theories have placed emphasis on interpersonal relationships, the nature of communication and the interactive process of language.2.1 theoretical basis of psychology, humanism and linguisticssince the 1960s psychologists and linguists have studied the fields of the second language acquisition. behavioral theories argue that association, reinforcement, and imitation are the primary factors in the acquisition of language. bruner placed great emphasis about education in particular upon the interaction of the learner with curriculum materials and with the teacher and significant others. he tried to relate his ideas on cognitive development to what takes place in classroom.humanistic approaches have had a considerable influence on english language teaching methodology. stevick concerned the treating the learner as a whole person, and with whole-person involvement in the learning process and the importance of a learning environment which minimizes anxiety and enhance personal security. teachers find themselves try to teach students how to communicate genuinely, spontaneously and meaningfully in the second or foreign language, which means communicative competence.according to vygotsky, an essential feature of learning is that it awakens a variety of internal developmental processes that are able to operate only when the child is in the action of interacting with people in his environment and in cooperation with his peers. therefore, when it comes to language learning, the authenticity of the environment and the affinity between its participants are essential elements to make the learner feel part of this environment. these elements are rarely predominant in conventional classrooms.2.2 rationale of classroom interaction to the present research many language researchers emphasize the inter-relationships among listening, speaking, reading, and writing processes. it considers how competence in the language is exploited to various degrees in the different contexts, and whether any developments can be directly attributed to aspects of particular interactions. learning takes place as a result of a complex interaction between environment and the learners internal mechanisms. learning should identify and seek to meet the individual learners needs within the context of the classroom group. everyone involved for a while in the english language teaching profession has witnessed dramatic changes in the past thirty years. different methods and approaches have been developed to adapt to learning theories and second language acquisition theories. even though there still are many unanswered questions, researchers seem to have come up with a systematic body of information in the field.2. this part of my study was conducted during sept.4th-sept.25th2.1 problem during my teaching experience. i have found that my students english level varies a lot. when we carry on some traditional activities in class, such as text reading, vocabulary learning, imitating exercise, many students will think its a waste of time. if the task is a bit more challenging, such as role playing, pair work, creating their own conversation, some lower level students will be totally lost. so how to improve all students spoken ability is a big problem that i have viewed.2.2 problem analysisi investigate my problems, among the methods of scientific investigation used are: analytic method and cause analysis. my preliminary research confirmed that there are 2 main reasons caused the problem:1) the speaking class is poorly designed, there are no communicative activities.2) students feel that some of speaking materials are boring.2.3 project objective: i expect that through this project students can improve their english speaking ability.2.4 project hypothesis: my hypothesis is that if providing communicative activities will help student to improve the skill of speaking english.2.5 possible solutions:select suitable speaking materials and carry out sufficient communicative activities.3. the classification of communicative activities(1) simulation and role-playthe idea of simulation and role-play is to create the pretence of an everyday-life situation in the classroom: students “simulate” the outside world. thus, for example, students are asked to pretend that they are at a post office, or they are asked to be a travel agent. by simulating such situations, we give the students practice in workaday english as it is used in english-speaking environments.in a simulation the students must mentally accept the function that the simulation requires of them; they must stop thinking of themselves as students, and avoid standing one step away from their own activities; they must step inside the function mentally and behaviorally, and do the best they can to carry out their duties and responsibilities in the situation in which they find themselves. teacher participation is necessary in a simulation. by acting as a participant, the teacher is able to help the simulation along. he can also help to organize the direction of the simulation, particularly where he takes the part of the chairman of a meeting, etc.(2) gamescommunication games are based on the information-gap principle. students are put into situation which are “game-like” and have to use the limits of the language they possess to complete the game. three examples are offered in the following:- describe and arrangestudents work in pairs. one partner has to describe a pre-arranged set of pictures, while the other is required to arrange identical individual pictures in the same order. the pictures of both participants are unnumbered, thus provoking true communication, not only to find a particular picture, but also to locate it.- describe and drawonce again students work in pairs. one student has a picture which the other student cannot see. the second student has to draw an identical picture by listening to his partners instructions and/or asking for questions.- find the similaritiesstudents are put into pairs and given two pictures which are different but which contain a number of similarities. without looking at each others pictures they must discover what the similarities are.(3) problem-solvingproblem-solving is another communicative activity which is based on the principle of information-gap. either in pairs or in small groups, the students are faced with a problem which has a solution. there are three types of activities:- based on information transfera written text (story, newspaper article, etc.) is cut up. each group is given a piece. groups make a summary of what their extract says. then the group which is assigned the beginning reads out its summary. the group which thinks it leads on then reads and so on. when everyone is satisfied that the pieces are in the right order, then the complete text is distributed.- based on decision-makingin groups students listen to ambiguous dialogs of the following type:a: if you like, but i think its unwise to let him out so soon.b: but he must get out sooner or later.a: im not sure he is ready, yet.b: nor am i, to be quite honest, but the longer he stays here the harder it gets.a: youre right, i know. all the same, it worries me.the students are invited to speculate about the contextual features of the interactions: who is speaking, what their relationship (role/status) is, where they are, what they are talking about, what will happen next, etc. a variant of this activity is to replace the dialog with a sequence of sound effects. in this case students speculate on the nature and sequence of the events they imagine they have heard.- based on logicthis type of problem-solving activities is often in the form of paradoxes. the essence of a paradox is that it states something which must be false if it is true, and must be true if it is false. it is therefore favorable terrain for almost endless discussion. (4) dramadrama covers all those activities in which students put them in an imaginary situation or play an imaginary person in an imaginary situation. it occupies a special place in a communicative approach. one aspect of drama is that the learner gets the opportunity to use his own personality. it relies on the natural ability of every person to imitate, mimic and express himself through gesture. drama can be intended for use by classes, groups, pairs, or individuals. because it creates contexts in which language is useful and meaningful, it is more likely than pattern drills to cause learners to feel that they are doing something useful.(5) chain activitiesthe typical classroom activities which are based on the task-dependency principle are chain activities. in those activities, students are asked to complete a set of related tasks in a sequence. these tasks are so designed that task 2 cannot be finished until task 1 is successfully done. in this way, the students are actively involved and various skills can be practiced at the same time. for example, the students are divided into pairs and each one in the pair is given a different but related piece. to complete their task, both students have to ask a large number of questions. to ask these questions they have to read their material and work out what questions to ask. this is an impressive example of an information gap exercise which integrates skills.(6) discussion and debateif we are genuinely interested in the students and in their experiences, opinions and personalities, the best classroom activities are discussions and debates, in which students use language to propose ideas and to argue for them, to agree or disagree, to show pleasure, etc.4. discussion on influential factors and promotion of classroom interactionfrom the statistics of the test scores and the questionnaire, it is induced that psychological factors, environmental factors and teachers roles are the primary factors.affective variables as motivation, anxiety and personality are the main factors in english classroom communication.the students responses to the questionnaire provide evidence.motivation is an important factor in second language achievement. for this reason, to identify both the type and combination of motivation that assists in the successful acquisition of a second language is of importance. at the same time it is necessary to view motivation as one of a number of variables in an intricate model of interrelated individual and situational factors which are of unique to each language learner. most of the students have strong motivation to communicate in english classroom, which is the advantageous condition to the classroom interaction. the anxiety of the students is another important influential factor to the classroom interaction. most students communicate confidently without psychological pressure, while few students communicate with anxiety. they are afraid of standing up to answer the questions and dare not express their own opinions. that is a great hinder to the second language acquisition. differences in affective and personality variables contribute to differential second language learning success. affective variables play a facilitative role in second language acquisition. krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. the results of the questionnaire show that most of the students are anxious to know something about the english-speaking countries. personality factors are related to differences in second language learning outcomes, which have been shown to contribute to learners ability to engage in and maintain negotiation, and so develop pragmatic abilities and fluency. 4.1 context and environment of second language acquisition in english classroom communication skills of the students usually associated with acquisition-based environments. teachers can create the language environment in the form of conversational interaction to language learning and they need to be particularly aware of the impact of the interactions that occur in the classroom. relaxed environment and some necessary body language help to communicate in classroom interaction. in the questionnaire, the students opinions to the questions show their tendency to the types of the classroom environment. .environment is created in interaction partly on the basis of particular and individual choices by speakers at a local level and partly by those speakers being able to make inferences about each other on the basis of shared knowledge and assumptions about the world and about how to accomplish things interactively. the best results are likely to occur when there is