2015 交际教学法 开题报告.doc

.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) 教务处制二一五年五月;.The Application of CLT in the English Class of Middle SchoolA Thesis Submittedto Shiyuan College ofGuangxi Teachers Education Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByWang Danni Supervisor：Li YueMay, 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, Its 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; ApplicationCONTENTSChapter One Introduction Chapter Two The theory and standards of CLT in the English Class of Middle School2.1 The theory of CLT2.2 The standards of CLTChapter Three The advantages and disadvantages in the English Class of Middle School3.1 The advantages of CLTs application3.1.2 The principles of CLT3.1.3 The objectives of CLT 3.1.4 The techniques of CLT3.2 The disadvantages of CLTs applicationChapter 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 - reading4.2 While - reading4.3 Post - readingChapter Six Conclusion;. 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 Chomskys 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 communications 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. Grammaroriented examination system 2. Students in a large class 3. Teachers 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 its 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 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 School2.1 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 of Social Linguistics,FunctionalLinguisticsand thePhilosophyoflanguage in CLT. The communicated competence is posed by sociolinguist Hymes in terms of Chomskys concept of linguistic competence as a cornerstone. From Hymess (1972:15) words, there are “rules of use without which the rules of grammar would be useless” Whats 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, its worth way to advocate in English method of teaching.2.2 The standards of CLT Robinson(1984) points out the CLT mostly attaches importance to learners intentions and application rather than outwardly language. So its 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) Its 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 organizationsabilitytounderstandsentencesandsentences,noris it acapacityto deal withaffairs,butanabstractprinciplesandknowledgeto improvethesystem”.Chapter Three The advantages and disadvantages in the English Class of Middle School3.1 The advantages of CLT s application3.1.2 The principles of CLTAlthough 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 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 CLTOral 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 humans language skills. So the techniques of CLT as follows: (1) Integration-oriented in real life (e.g. 5-minutespeechbeforeclass,text- based drama,smalldebates etc.) (2) Situation-organized (e.g. Simulated situation and real situation) (3) Student-centered (e.g. Cooperativegrouplearning methods, Intellectualstimulationmethods etc.) (4) Information gap (e.g. Guessing games, Jigsaw puzzle, role play)3.2 The disadvantages of CLT s applicationAlthoughtherearemanyadvantagesofcommunicativeapproach,whenthe concreteapplicationof theCLTinclassroom teaching hasstillmanylimitationsandproblems due todifferentfactorssuch aslanguage,culturalbackground 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 wont meet the demands of students from different contexts.” So they dont know how to appropriately communicate with others. Whats more, “as far as syllabus design and classroom teachings concern, its 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 cant 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, 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 studentsJudgingfromthecharacteristicsofcommunicativelanguage teaching, student- centeredclassroomhas higherdemandsforteachers, teacher doesnt play aleading role,but itstands bythesoulofthe wholeteachingactivity not onlytheorganizationalskillsofteachers,but alsoaguidingability, theteacherisno longerathoughttoprepare forteachingactivities. 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. Its also a capable requirement for teacher. In the meantime, the CLT overuses communication whileignoringtheuseofwrittenlanguage. (3)the contrast of students individualThe CLT faces diverse students whose thinking, personality, learning style as well as language demands are different. Therefore its hard to analyze and cater for each students 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 its appropriated the teaching context. Therefore, when a new method or approach emerges. The best way to do is to develop ones own teaching methods based on the context where are teachers and integrates the merits of different methodologies to serve the purpose of ones teaching objectives and needs of ones 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 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: Earlyteachingofcommunicativeapproachwasunderthe influenceofLinguisticsas a first wave of oral. Learning is intended to communicate forthe mostpart of students inthiswayforlearninga foreign language , so thisisone ofthereasonsforthismisunderstanding.In China,foreign languageteachingsince1862,isbasicallytheoldEuropeangrammar-translationmethod.althoughteachingwas reformed,the reform still stays in a slow step withvariousdisturbances,reformanddevelopment. The resultofthismisunderstandingisthatsometeacherssimplygoinoral English regardlessofwhetherstudentsunderstandinclass,so the thing we should do is to make communicativeteaching complement traditional teaching Chapter Five Application of CLT in the teaching of English BibliographyHedge,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.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 teachers guide. Oxford：Blackwell Pub