内蒙古师范大学.doc

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：On the CLT in the Teaching of Oral College English 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 内蒙古师范大学2011级研究生期末作业ContentsContentsiAcknowledgementsiii摘 要ivABSTRACTvChapter 1 Introduction11.1 Background Information11.2 Significance of the Study2Chapter 2 Literature review32.1 Overview of the Theory of Communicative Competence32.2 The Theory of Communicative Language Teaching32.2 Features of CLT42.3 The roles of teacher and students in CLT4Chapter 3 Chapter Three Research Design63.1 Research Questions63.2 Instruments63.4 Subjects63.5 Procedure6Chapter 4 Results and Discussion74.1 Results from the Questionnaires74.2 Discussion7Chapter 5 Pedagogical Implications95.1 Recognizing Social, Culturally Diverse Factors 95.3 Teachers Professional Development95.4 Some Suggested Classroom Activities9Chapter 6 Conclusion116.1 Major Findings116.2 Limitations and Further Study11Bibliography13Appendix14AcknowledgementsIn preparation of this course work，I owe a great debt of thanks to all the people who have been in help anyway.I should thank Professor Wu Haiyan for her lectures that I attended during this semester. And for her insightful tutoring when I was in class.Last but not least, I wish to thank my parents for their assistance and encouragement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 ABSTRACTIn language teaching, the origins of the Communicative Language Teaching can be dated back to the late 1960s.As its name indicates, the Communicative Language Teaching views language learning as a means mainly for communication. This idea appeals to those who seek a more humanistic approach to language teaching and has been widely employed at all levels of foreign language teaching and learning since then. Likewise, the Communicative Language Teaching, since its first introduction into China at the end of the 1970s, has also exerted profound influence on English teaching and learning in China when traditional teaching methods were no longer considered appropriate for achieving English major communicative competence. This paper attempts to probe new spoken English teaching pattern that by employing Communicative Language Teaching (CLT) in improving English majors oral proficiency. And it proves the importance of implementing the CLT in English classroom teaching by analyzing the current situation of English teaching, and takes spoken English teaching as an example to probe into how to implement the Communicative Language Teaching in the classroom. The author has been studying the application of the Communicative Language Teaching to improve the oral proficiency for English majors for one semester. There are some satisfactory findings, which are suitable for the students of English majors, such as: the CLT has straightforward Framework, CLT is easy to handle, CLT emphasizes meaning and form as well, CLT encourages students acquire language in communication, and that CLT as a practical and effective approach is popular among students of English majors.Key words: Communicative Language Teaching; communication activities; oral college English 13Chapter 1 Introduction1.1 Background InformationIn the last few decades, English language teachers have employed various teaching methodologies in accordance with the development of the language education and they have made much progress in English Language Teaching (ELT).However, the teachers have been focusing more on the grammatical and structural aspects of the language than the use of the language so that English Language Teaching in China has become less effective and more time-consuming. In order to alter this defective situation, Chinese linguists introduced a new teaching approach to English Language Teaching which was referred as Communicative Approach, or simply Communicative Language Teaching which has been under the relentless refinement and development by linguists and educators nowadays. The methodology of CLT which was introduced in China in the 1980s has made much impact on English language education. Nonetheless, the theory of CLT including the concept of communicative competence could not be completely understood by some teachers, and many problems including the restricted teaching conditions and traditional attitudes and relationships between teachers and students led to the failure of the expected achievement of CLT in English Language Teaching.Since the Ministry of Education which is the section of the government in charge of the education policy of the nation advocated the new College English Syllabus in 1991, some English teachers for non-English majors have begun to practice the teaching methodology that emphasizes the actual use of the language for communication as the ultimate goal of English Language Teaching. Therefore, much concern has been placed on the adoption of Communicative Language Teaching which reminds teachers and students in the universities that the goal of learning languages is not only to know them, but also to use them for communication. Yuncheng University is one of the universities in China. There are about six thousand non-English major students who enter the university as freshmen each year and there are only about one hundred teachers who teach non major students in the university. Most of the teachers have got used to the traditional teaching methods that teachers play the dominating roles in the large class. With the reform of College English Teaching in China, the teachers in Yuncheng University have become aware of transforming the traditional methods which focus on linguistic language and impartment of the knowledge to the communicative methods which aim at cultivating students communicative abilities.1.2 Significance of the StudyThe research is expected to enlighten English teachers on how to foster communicative competence in students and whether to implement Communicative Language Teaching (CLT) in further English teachingChapter 2 Literature review2.1 Overview of the Theory of Communicative Competence CLT results from a theory of language as communication. The goal of language teaching is to develop what Hymes(1972)referred to as “communicative competence”. Hymes coined this term to contrast a communicative view of language and Chomskys theory of competence. Hymes theory of communicative competence is a definition of what a speaker needs to know in order to communicate competently in a speech community. He believes that as language users speak or write, they make four kinds of judgments:(1)Whether (and to what degree) something is formally possible;(2)Whether (and to what degree) something is feasible in virtue of the means of implementation available;(3)Whether (and to what degree) something is appropriate (adequate, happy, successful)in relation to a context in which it is used and evaluated;(4)Whether (and to what degree) something is in fact done, actually performed,And what its doing entails (Hymes, 1972:281). 2.2 The Theory of Communicative Language TeachingBased on the connotation of communicative competence, a corresponding teaching approach, CA, or CLT comes into being. Different theorists have offered different definitions of CLT. Since it is difficult to synthesize all of the various definitions, for the sake of simplicity and directness, H.D. Brown (1994) offers the following four interconnected characteristics as a definition of CLT.(1)Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence.(2)Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.(3)Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.(4)In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.2.2Features of CLTOne of the most recognized of features lists is David Nunans five features of CLT. According to Nunan(1991), firstly CLT emphasizes learning to communicate through interaction in the target language. Secondly, it is important to introduce authentic texts into the learning situation. Thirdly, it is necessary to provide opportunities for learners to focus, not only on language but also on the learning management process. Fourthly, the learner own personal experiences are needed as an important contributing element to classroom learning. Lastly, it is recommended to link classroom language learning with language activities outside the classroom.2.3The roles of teacher and students in CLT The types of classroom activities proposed in CLT also imply new roles in the classroom for teachers and students. Students now have to participate in classroom activities that are based on a cooperative rather than individual approach to learning. Students have to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model. They are expected to take on a greater degree of responsibility for their own learning. Teachers now have to assume the role of facilitator and monitor. Rather than being a model for correct speech and writing and one with the primary responsibility of making students produce plenty of error-free sentences, the role of the teacher also changes from that of an instructor who presents and makes pupils learn the forms (grammar) prescribed by the syllable to an “enabler”, that is a person who makes it possible for the students to say things in English, and helps them to cope with their learning problems.Chapter 3 Chapter Three Research Design3.1 Research Questions(1)What is the current situation of the application of CLT in China?(2)Do students favor CLT?(3)What measures should be taken to put CLT into effective practice in language teaching?3.2 InstrumentsAccording to the above research questions, a qualitative research design was used. “Qualitative research explores social phenomena, and aims to describe in detail such complex phenomena, according to participants views (Seliger&Shohamy, 1989).”“Qualitative methodologies provide avenue that can lead to the discovery of the deeper levels of meaning (Burns, 2000).” Therefore, the qualitative approach is a good way to do research about peoples beliefs, perceptions and attitudes. In this research, questionnaire is used to collect the data. 3.4 SubjectsThere were 111 students from 5 classes participating in the research. The students in all classes entered the college in September in 2008 into Yun Cheng University. All participants were voluntary.3.5 Procedure(1) Data Collection and Statistical AnalysisThe questionnaire contains 10 multiple choice questions in five aspects, with only one answer required of each question. These aspects include:(a)What do the students want from English classes? (Questions 1-4)(b)What are their views on oral English classroom teaching? (Questions 5-10)The Appendix shows the layout of the questionnaire.Chapter 4 Results and DiscussionThe results of the questionnaire and interview will indicate whether the students favor the application of communicative activities and whether they like to experience Communicative Language Teaching (CLT) in their further English study.4.1 Results from the Questionnaires111 questionnaires were sent out with 111 drawn back, among which 86 are valid.Table 4-1 Personal NeedsnumberABCDEpersonspercentagepersonspercentagepersonspercentagepersonspercentagepersonspercentage10053.83439.52832.61922.123034.92630.21517.455.81011.73910.52124.4374389.31112.84001416.37081.422.3/Table 4-2 Views on Oral English Learningnumberpersonspercentagepersonspercentagepersonspercentagepersonspercentage54350.04248.811.2006910.55867.41922.1073844.21213.93641.9/822.34957.03540.7/967.01820.93743.02529.1103338.43540.71820.9/4.2 Discussion(1) On the Personal NeedsIt can be observed from the questionnaires that more than fifty percent(54.7%) of the students are not satisfied and nearly forty percent(39.5%)feel under expectation with their English proficiency. 34.9%find listening and 30.2%find speaking troubling them most. This sets a sharp contract to the courses available. Most students are eager to improve their English proficiency, especially the most practical aspect of the language, i.e. speaking and listening; while most schools fail to give what the students want most. More than 80%of the students think the courses offered can only satisfy part of their needs.(2)Views on Oral English LearningFrom this table, it is inferred that more than 90%of the students believe that oral English is important or very important, but nearly 80%students also feel that it is difficult to learn. Respectively 44.2%and 41.9%of the students think that lack of practice and daring not to open their mouth are the main reasons leading to the deficiency of their oral English. Nearly 98% of the students do not think time to speak in oral English class is enough. It is known that CET-4 and CET-6 set a certain requirement for students listening, reading and writing abilities, but they dont include a speaking section except for those candidates getting 550 or more scores. More than 60%of the students do not like to be pointed out their mistake when they are speaking. Chapter 5 Pedagogical Implications 5.1 Recognizing Social, Culturally Diverse Factors CLT stresses that in order to be competent in the target language; learners should acquire not only linguistic knowledge, but also the culture of that language. Language and culture are intricately intertwined. One aspect of this principle focuses on the complex interconnection of language and culture.5.3 Teachers Professional DevelopmentSince teachers are the main implementers of an innovation, they should play a more active role and help an innovation lead to fundamental changes. They need to grasp every opportunity of being trained, of learning from peers by observing each others lessons, or observing foreign teachers lessons to improve themselves. Being creative and open to new ideas should be the characteristics of a university teacher.Through pre-service and in-service training, they could improve their linguistic competence and socio-linguistic competence. They could also grasp theoretical knowledge of CLT and other relevant teaching theories. Most important of all, they would be able to improve their practical ability of problem-solving and decision-making and learn to be more reflective teachers so that they could teach by suing CLT, even if it results in more dynamic and unpredictable classrooms.As a result of teacher training, more teachers could be encouraged to do research based on their classroom teaching. This classroom-based research could be of assistance to the decision makers.5.4 Some Suggested Classroom Activities(1)Discussion is probably the most commonly used activity in the oral skill class. Typically, students are introduced to a topic via a reading, a listening passage, or a videotape and are then asked to get into pairs or groups to discuss a related topic in order to come up with a solution, a response, or the like. Otherwise teachers can choose a topic that is related to the content of the following reading class.(2)Oral PresentationGenerally speaking, oral presentation falls into two categories: (1)a prepared presentation,(2)an impromptu presentation. (3) Role-playA role play is a highly flexible learning activity which has a wide scope for variation and imagination. Role playing can improve students oral skill in any circumstance, and helps students interact with others. Chapter 6 Conclusion6.1 Major FindingsAccording to the above three questions in Chapter 3, there are three findings:(1)The current situation of the application of CA in ChinaIn recent years, CLT is stunningly popular in China. CLT is the catchword whenever English teaching is mentioned. However, most of us may find from our own English learning experience that the English teaching is not permeated with as much air of CLT as it is said. Many college English teachers still follow the traditional classroom-teaching pattern, teacher-cente