交互式教学法和中学英语口语能力的提高.doc

毕业设计(论文)课 题 名 称（中文）交互式教学法和中学英语口语能力的提高 （英文）Interactive Teaching Method and Improvement of Middle Schoole Students Spoken English 学 生 姓 名 王丽群 学 号 0640311108 系、年级专业 外语系06级英语专业 指 导 教 师 肖玉凌 职 称 讲 师 2010年5 月 16日Interactive Teaching Method and Improvement of Middle Schoole Students Spoken EnglishWang LiqunGrade 2006, Department of Foreign Studies，Shaoyang UniversitySupervised by Xiao YulingAbstractWith the rapid development of economy of China, especially after its access to the WTO, English is playing a more and more indispensable role in communication. However, there are many problems existing in our English teaching in high school, such as too much attention paid to reading and writing, neglecting improving the ability of hearing and speaking. So it is urgent for us to improve middle school students oral English.The purpose of this thesis is to describe the current situation of our English teaching in high schools and find out the reasons It proves the possibility of interactive English teaching implied in practical teaching and ends up with the conclusion that the model of interactive English teaching is and will be playing an important role in English learning and teaching. This thesis aims to improve the students oral English and their communicational ability in English, to improve their overall English abilities for their further study. Key words: oral English teaching in high school, Interactive Teaching Method, oral English, communicative competence交互式教学法和中学英语口语能力得提高 王丽群邵阳学院外语系2006级指导老师：肖玉凌 摘 要随着经济的高速发展，特别是本世纪初中国成为WTO的一员，英语在交际中发挥着越来越重要的作用。然而，在我国的高中英语教学中存在着许多弊端，如过于注重读写而忽略了听说。因此中学英语口语急需提高。 本论文试图从中国英语教学现状出发，找出造成这些弊端的原因，以及通过对一些教学模式的比较，最终论证互动式教学法在提高高中生英语口语能力方面的可行性和重要性。 本论文旨在提高高中生英语口语能力和英语交际能力，从而为更好更全面的英语学习打下良好基础。关键字：高中英语口语教学；交互式教学法；口语能力；交际能力IIContentsAbstract 中文摘要Introduction 11. Study of Interactive Teaching Method 21.1 Definition of Interactive Teaching Method 21.2Objectives of Interactive Teaching Method 31.3Basic Principles of Interactive Teaching Method 42 Importance of Interactive Teaching Method in Middle Schoole Oral English Teaching 52.1 Present Situation inMiddle SchooleEnglish teaching 52.2 Importance of Carrying Out Interactive Teaching in Middle Schoole Oral English Teaching 73 Application of Interactive Teaching Meathod in Middle Schoole Oral English teaching 83.1 Speaking activity 83.2 Types of classroom speaking performance 93.3 Teaching strategies during speaking activities 93.4 Practice 11Conclusion 12Bibiography 13Aknowledgements 14Interactive Teaching Method and Improvement the Ability of Middle Schoole Students SpokenWang LiqunGrade 2006, Department of Foreign Studies，Shaoyang UniversitySupervised by Xiao YulingIntroductionIn the 21st century, the communication between every country is becoming more and more nearly and important for country development and progress. This importance bodies politics, economy, culture and so on. So English as an accepted and common language is taking a un-ignore action in modern world stage. So how to communicate with foreigner better with foreigner seems very important. So the spoken English communication capability turns to be a mark not only of a person but also a country. Spoken English is not equal to grammar, also not equal to audition, it is an independent skill. There are many factors can affect spoken English capability. So we will take relative measure and skills aiming at different spoken English level , to bring up English thinking ability and improve spoken English expression capability, and finally we can get the result that we can make our spoken English used in our life and have a better communion with foreigners. This dissertation is on the base of special language condition, through analyzing the reasons and discussing the measures how to achieve Chinese teaching purpose by spoken English communion for the people whose mother tongue is Chinese. The ultimate aim of this dissertation is to supply more and better learning and speaking measures and help more domestic English learners can speak English optionally when they need in the necessary condition. Most of the students lack communicative competence so it is very important to use interactive teaching to improve and develop it. It would be better to identify the key questions discussed in the research field. The interactive language teaching approaches are the advanced teaching approaches. The two research questions will be explored by this paper:1.Can interactive teaching improve Chinese senior students oral english and communicative competence?2.How can interactive language teaching improve Chinese senior students oral english and mmunicative competence?Therefore, this paper explores that interactive language teaching can make learning occur more efficiently and finally improve Chinese senior students oral English and communicative competence. This paper aims at giving a qualitative thesis on the issue of reflection how to foster the students oral english and communicative competence. It will provide a deeper understanding of various aspects of this topic. And based upon this, it will expect to make connection between the theoretical research andpractical work about interactive language teaching. So fostering studentsoral English and communicative competence is considered as a very important guideline to the real language teaching and learning.1. Study of Interactive Teaching MeathodAs the field of foreign language pedagogy developed and matured over the past few decades, language teaching has experienced a number of methods and approaches. Applied linguists and language teachers are still searching hard for a more effective teaching method, which is believed to be able to improve the students communicative competence. When we speak of communicative competence, it is necessary for us to bring up the concept of communicative competence and its relevant theories.1.1 Definition of Interactive Teaching MethodThe interactive approach, namely interactive language teaching, is a relatively new pedagogical system which has gained considerable acceptance in western countries in the 1990s. In interactive language teaching, the ultimate objective is to train and develop the students ability to communicate in a foreign language as an instrument, laying emphasis not only on developing the studentslinguistic competence, but also their interactive competence. Communication derives essentially from interaction. Interaction implies both reception and expression of messages. To promote interaction in another language we must encourage our students to actively participate in the interactive activities. Students need to participate in activities that engage their interest and attention, so that interaction becomes natural and desirable. So interaction is very important in language-learning situationsInteractive teaching is the term given to a strategy of teaching developed through research undertaken as part of the Learning in Science Project (LISP) at Waikato University in the 80s. The concept that every learner makes their own meaning from any experience is called constructivism and underlies aspects the curriculum frameworks currently being used. To confuse the issue however, the idea of defining specific learning objectives for students to achieve, which is also part of recent world-wide curriculum developments is in many ways in conflict with a constructivist philosophy. Interactive Teaching does not mean just leaving students to make whatever sense they can from any experience (learning by doing), but, to be of value, needs the interaction of sensitive teachers to interact and challenge student thinking exposing them to new ideas. The phrases focussed teaching and the teacher as a cognitive coach are often used to define this more positive role for the teacher. Interactive teaching values students prior ideas and aims at empowering students to be independent learners. For teachers it offers an opportunity to learn along with the students and to use their interactive skills to listen carefully and challenge misconceptions where possible. The teachers own knowledge will always be an important factor. To find the time to diagnose what students understand, either individually or as a group, and then to challenge them to enrich their thinking, requires a class management style that allows teachers space to interact. Such a focussed approach is best seen in reading and maths programmes where the teacher has a focussed teaching group can be applied to all curriculum areas. Introducing too many activities in, for example a science lesson may be too demanding for the teacher to find the time, space and energy to interact purposely. In such a situation the teacher becomes more an activity manager than a teacher. The vision of a teacher using an interactive approach is to develop classrooms where students are helped to make sense and reflect on their experiences, evaluate their work and set future learning goals. In such classrooms students are encouraged to articulate how they learn, they should be able to express what the problem is they working on, what questions and prior ideas they have, what their plans are plans are to solve the problem. They should also know how they are going to evaluate and present their findings. The best assessment of student competence is for them to exhibit their skill by having them plan, undertake, and jointly evaluate using negotiated criteria, an independent study. 1.2Objectives of Interactive Teaching MethodThe ideas behind the communicative teaching approach come from much the functional view of language. Studies in linguistic semantics, speech act theory, socio-linguistics and psycholinguistics are all relevant. In addition to the very communicatively central ideas of language functions and semantic notions, the communicative teaching approach draws on work in discourse analysis. Work on textual cohesion and coherence provides many useful insights into the possibilities of language structuring above the level of the sentence. Similar work in discourse analysis into the structuring of conversations and exchanges is also drawn into the teaching of language. The objective of the communicative teaching approach can be summarized as to develop communicative competence and develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication. According to Canale and Swain (1980) there are four dimensions of the communicative competence, namely grammatical competence (linguistic competence according to Choms幼);socio-linguistic competence-to understand the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose of their interaction; discourse competence一the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the entire discourse or text; and strategic competence-the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication. Here are some of the objectives of thecommunicative language teaching (Jack C. and Theodore S. P73). A. An integrative and content level -the students will learn to use a language as a means of expression. B. An affective level of interpersonal relationship and conduct一thestudents will use a language as a means of expressing values and judgments about oneself and others. C. A linguistic level一the students will use a language as an object of learning. D. A level of individual learning needs一remedial learning based on error analysis. These are proposed as general objectives, applicable to any teaching situation, especially for communicative language teaching, since it assumes that language teaching will reflect the particular needs of the target students. These needs may be in the domains of reading, listening, writing, or speaking. And each of the former skills can be approached from a communicative perspective.1.3 Basic Principles of Interactive Teaching Method In the middle schoole English teaching,teachers must follow the basic principles of creating meaningful language with practical activities. They must stick to the new teaching process,which is learn-centered and practice-centered. They must reach the goal of making the students express their thoughts without hesitating .There are three basic principles for us to know. The first is following the principle of student-centered and teacher-led teaching style.The contents of interactive activities must help cultivate the studentmotivation,interest and learing goals,and bring into the studentsenthusiasm in learing English.Therefore,teachers should give students opportunities to make choices in activities,topics,dicussions,etc.They feel less like puppets on string if teachers can involve them in various aspects of looking at their needs and self-diagnosing to some extent ,of planning lessens and objectives,of evaluating their learning.Teachers might focus more on how to get students to tune in to their potential and to be challenged by self-determined goals,and capitalize on the power of meaningful learing by appealing to student interests,academic goal and career goal.These activities become meaningful learning activities.The second is following the principle of developing the students creativity and thinking and the principle of using language competence.Teachers must enhance the students overall competence of listening,speaking,reading and writing.In the teaching process,teachers must connect the old knowledge during the course of leading with the new knowledge,strengthen studentslong memory and the competence of usage,make classroom teaching lively and improve the teaching efficiency in class.Equipping students with bisic language knowledge and stucture will no doubt help in forming a basis on which further development interactive achieves.However,teachers must bear in mind that language knowledge itself is of no value unless if firmly based on the practical experience.Thus integrating language with practice is vital principle in English teaching and learning.Whenever a new topic or concept is introduced,teachers should attempt to anchor it in students existing knowledge and background so that it gets associatedwith something they already know .Whatever way he or she adopts,he or she must make a careful plan ahead of time and masterit effectively.At the same time,he or she must think of the students practical abilities;Otherwise, the students may lose interest in English.The third is following the principle of emphasizing language environment for students.Teachers must stick on the basis of texts.The activities are not only tow-way teaching activities but also multi-way teaching activities.These activities must cultivate the students intrinsic motivation of participation and help them overcome bad mental trends that they are afraid of making mistakes and establish the confidence that they will be able to learn English well.They make the students feel that learning English is very challenging.When the language becomes the means of forming students interests and offering them relevant imformation, it can motivate the students intrinstic motivation.2. Importance of Interactive Teaching Method in Middle Schoole Oral English Teaching Our communicative approach to language teaching has a strong emphasis on speaking. When the students are asked what they would most like to be able to do in a foreign language, they say they want to be able to speak it- and this obviously implies being able to understand what another person says. Speaking seems to be central to the teachers and students concerns. When we talk about speaking in class, it is important to differentiate between the kind of speaking which occurs in mechanical drills and repetition, on the one hand, and situations where the students use as much language as they can and where getting their message across is just as important as grammatical accuracy 2.1 Present Situation in Middle Schoole English teachingWith Chinas entry to the WTO, with the rapid development of technology and science in the modern society, the economic globalization is unavoidable and the cultural communication is getting more and more frequent. Human society is going into an era of information. English has become a tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy, and scientific research. Well over one half of the one billion English speakers of the world learned English as a second (or foreign) language. The rapid development of social economy impose a high requirement on the school education. Since China opened its gate to the world, remarkable progress has been made in the English teaching approach in schools.