四川师范大学文理学院本科毕业论文 刘玲.doc

四川师范大学文理学院本科毕业论文 Study on Communicative Language Teaching Junior Middle School初中口语交际教学法初探学生姓名 刘 玲 院系名称 外 语 系 专业名称 英语（师范） 班 级 2008级 3班 学 号 200812105232 指导教师 龙 小 湧（讲师） 答辩时间 2012年4月9日 初中口语交际教学法初探 学生：刘玲 指导教师：龙小湧（讲师）摘要：交际教学法被引入中国已经有相当长一段时间,其在中国只是初具模型，但越来越多的中国英语教师开始采用交际教学法进行教学，特别是口语教学。本文旨在探究交际教学法对于口语教学的价值及其在初中口语教学中的有效运用。作为一种先进而实用的教学法,交际教学法对于中国这个不是以英语作为本国语的国家来说显得更有价值。有效利用它不但能够创设好英语学习环境与氛围，还能激发学生学生兴趣，引导学生克服学习英语的障碍和恐惧心理。它还要求老师做到不断充实自己，提升自我水平（专业知识水平及教学技能），从而不断地鞭策着老师们提高自身素质。这样一种对学生学习英语、对老师教学不断促进的一种教学法在英语教学中占有极其重要的地位，其特点、价值、运用策略等颇有深入探究的必要。 关键词：交际教学法；口语；价值；运用 Study on Communicative Language Teaching in Junior Middle Schools Oral English TeachingAbstract: It has been long for communicative language teaching being introduced in Chian. Although it just takes shape in Chian, but more and more Chinese teachers have began to use communicative language teaching to teach students English, especially oral English. The paper aims at exploring the values of the communicative language teaching in oral English teaching and its effective application in junior middle schools oral English teaching. As an advanced and practical teaching method, the communicative language teaching is more valuable in Chian which is not a country regarding English as their native language. Effective use of it can not only create good environment and atmosphere for English study but also simulates the students interest in English study and guide students to overcome obstacles and fear of English study. It also require teachers to enrich themselves constantly and improve themselves including professional knowledge level and teaching skill, thus it can push the teachers to improve their own quality. Such kind of teaching method which can promote students and teachers plays an important role in English teaching. Its features, significance, strategies of application and soon are necessary to be explored further.Keywords:communicative language teaching; oral English; significance; application ContentsPart The Significance, Current situation of Oral English61.1 The Significance of Oral English for Junior School Students71.2 The Current Situation of Oral English71.2.1 The limitations of their own condition71.2.2 Be afraid of making mistakes81.2.3 The lack of necessary language environment81.2.4 Ignore the importance of oral practice81.2.5 Teachers spoken English level is low91.2.6 The lack of interests in studying English9Part II The Definition, Features, And Current Situation of The Communicative Language Teaching102.1 The Definition and the development of communicative Language Teaching102.2The Features of Communicative Language Teaching122.2.1 Communication must be true122.2.2 Communication must be meaningful122.2.3 Both sides of the communication must have a task132.3 The current problems of communicative language teaching in present English teaching142.3.1 The problems of teachers152.3.2 The problems of students152.3.3 The problems of test system16Part III The strategies of using communicative teaching method in the oral English teaching in junior high school163.1.1 To make a complete preparation before class173.1.2 To Organize teaching in English183.1.3 Being good at asking questions183.1.4 To break some class routine and carry out various kinds of teaching activities193.2 To Carry out various English extracurricular activities19Only through 45 minutes to improve students oral English level in class is far from enough. As an English teacher, they should encourage students to learn more by using their own knowledge in daily life. By carrying out various English extracurricular activities to improve students interest in learning English. Such as English stories, the British language speaking competition, rehearsals English program or English corner and other activities, and encourage students to participate in them positively, in order to not only achieve the purpose of language practice, but also cultivate the students participation sense. Through these activities, students ability to use English for communication will be improved continually.203.3 To improve teachers quality20 3.4 To solve the current problems.20Conclusion21Bibliography22 Introduction With the gradual deepening of the opening policy and the developing of society, English which is the language for the whole world shows its importance and significance for us. And oral English is the vital and the most practical part in the age of the emergence of global village. Modern education pattern and concept has emphasized much on oral English but there is still some unsatisfying problems. While whats the current situation of modern oral English? What shall we do to solve the problems existing and how will the communicative language teaching play an important role in our oral English teaching especially in junior high school which is a rebellious and the key transition stage for students growth. In order to help the teachers have a good understanding of the communicative language teaching, this paper will first talk from the current situation of oral English and the definition and features of communicative language teaching method. And then the present writer discuss the communicative language teaching from the current situations to the effective strategies of applying it into every aspects.In a word, if we can use the communicative language teaching method in appropriate way and have the confidence to apply it into real teaching well. It can service for our teaching and learning well. Part The Significance, Current situation of Oral English1.1 The Significance of Oral English for Junior School StudentsBecause of the limit of language environment, Chinese students have to spend much energy on class in English study but not in daily life. And junior middle schools students have the strong demand of learning oral English. With the notable change of junior students physiology and psychology, their intelligence has developed much. This intellectual progress is reflected in two aspects: quantity and quality. The change which is reflected in quantity majorly comes from junior middle schools students basic intelligence factors ( such as speech，perception, , memory, imagination and the further improved thinking ability )which can make them more easily, more quickly and more effectively, to complete a variety of cognitive tasks. According to Piaget (J. Piaget)s division on individual intellectual development stage , junior high school stage is the form of operational phase ( 12-15 ). The main characteristics of this stage of thinking is that they can put things in the form and content separately in mind, use formal operation to solve logical subjects such as combination, contains, proportion, exclude, probability and factor analysis with leaving a specific object and depending on the hypothesis of logical inference. Zhu Zhixian also thinks that the junior middle schools students thinking activity is characterized by abstract logical thinking, but sometimes the concrete thinking part plays a part. Oral English teaching meet the junior middle school students urgent and appropriate need of learning. Teachers arouse students speech perception, memory, imagination and thinking ability to improve students oral English learning ability. In the formal operational stage, junior high school students can correctly practice speaking and hypothesis creative language environment. Oral English teaching at this time is very critical and urgent to improve in students entire study life.1.2 The Current Situation of Oral English1.2.1 The limitations of their own condition Because of junior high school students small master of the vocabulary and the limited application ability of the words have learned, so even some students have the desire of showing themselves, but their knowledge was not enough to support that they can express themself well, then he lost interest in oral English. They feel that with losing face in the class, they prefer giving up the chance rather than making a fool of theirselves. Especially those students who are normally in bad study often couldnt speak a complete English sentence within a long time. It is visible that class oral practice is facing many difficulties.1.2.2 Be afraid of making mistakesWhy when foreign students learning Chinese, writing is more difficult than oral, while Chinese students learning English, they can not overcome the oral obstacle? The most important reason is that Chinese students take face too seriously, many students always have a fear psychology in speaking English: be afraid of making mistakes, being blamed by the teacher and being sneered at by students. This fear often leads to students anxiety and stress in oral English expression, which affects their normal thinking and smooth expression. 1.2.3 The lack of necessary language environment Jesss (Jesperson) said, teaching a foreign language well, the first condition is making students contact with and use foreign language as fas as possible. But by limitations, our Chinese students are learning English in Chinese environment, the opportunity of contacting the real English communication scene is very limited. In addition to several sections of the weekly English class, there are few opportunities for spoken English. The students a little hearing and speaking training in class is also hard to get a foothold outside. And at present most English class lacks the atmosphere and occasions of using the target language. Oral English training tends to be the mechanical practice and in the control of the teacher which leads to the lack of thought, information and emotional communication between teachers and students. In such an environment, the students communicative ability is difficult to have substantial increase. 1.2.4 Ignore the importance of oral practiceBecause the present English exam still give priority to written examination, the purpose of many students learning English is to deal with the mid-term exam and the university entrance exam. But now in the two test have not spoken English tests, so students commonly think that oral English training is a waste of time. In fact, many middle school teachers agree on this view. In order to pursue the graduation rate, the teaching in class give priority to just teaching, the homework is copied and copied again, practice and practice, a material like hills, subjects as the sea, so that the students are overwhelmed, even have no time to practice oral English. Students knowledge of English vocabulary and grammatical structure is recited, not spoken. Many students can not use English flexibly, lacking of language sense and practice. Although the reform of the teaching outline is more prominent in oral English training, but the phenomenon of put old wine in new wineskins phenomenon is still common. The emphasis of teaching is still in teaching grammar, and the new teaching material of oral English activities are ignored by the teachers and students. The result is dumb English phenomenon-students can only write English, can not speak English. 1.2.5 Teachers spoken English level is lowAt present, many high school English teachers spoken English level is low, especially in rural areas, a significant number of teachers English is become a monk or nun late in life. They never accepted the system of English training even with pronunciation, intonation being not accurately. This caused ill effect to the students in the stage of imitation. Due to their low level of oral English, the teachers cant teach in English fluently and freely which is very harmful to the training of the students speaking ability.1.2.6 The lack of interests in studying English For many junior middle school students, English is a new language. They are easy to fear the English language, especially after a few times of being asked by the teacher and being embarrassing or the several times of not ideal exam, they will think it is hard to climb the mountain of English, hence then they lost interest in learning English. They dont want to remember the words. Hearing spelling, they will feel fear, Less willing to recite the text, feeling it a boring job. As time pass by, their debt become more and more. The result is that when part of the students seeing English textbooks they seem to see the abstruse writing. In teaching practice, I found such a phenomenon: when reported words some students take out book to prepare for accepting the punishment, they would rather copy the words again and again than memorize then in advance. Survey also suggests that high school students generally dont like to learn English, and are afraid to speak English more. The importance and significance of oral English in 191 total 192 foreign language teaching and research and junior middle school likes a mirror, it can reflect a persons comprehensive quality. How will your ability to be presented in front of everyone, how to let others know you better? It will need to make use of oral English ability. But English as a language, its essence purpose is communication. The first feature of language is oral English, listening and saying first, reading and writing following is one of the most important principle in English teaching. Making each of the students be able to speak English is the primary task of the English teaching. Part II The Definition, Features, And Current Situation of The Communicative Language Teaching2.1 The Definition and the development of communicative Language Teaching The Communicative Approach also known as the Functional Approach or the Functionalnotional Approach)，based on sociolinguistics and functional linguistics and focus on training the communicative competence of foreign language teaching .It has great impact on foreign language teaching in the word. The doctrine of communicative competence is the core of communicative English teaching. Communication school think that the purpose of language teaching is to cultivate students ability to use the target language. Language teaching includes not only the language structure, but also the commonly used statements which is the expression of ideas and functions .The communicative approach focus on developing students language skills, with real authentic language materials, and advocates to learn the language by combining with sentence and scene, encouraging students to contact and use foreign languages more.Communicative teaching approach is proposed by Wilkins, USA (D. Wilkins). Its history can be traced back to the 1960s when situational approach, and earlier traditional teaching methods, direct and heard approach, are the main methods of foreign language teaching. These methods have one thing in common which is to teach students to master the language structure. When recognizing the deficiencies of the method, we begin to seek more effective teaching methods to enhance students practical communicative competence. American linguist Nom Chomskys said in 1965: When we learn the language, we should recognize the difference between language ability and language behavior. He pointed out that judging if a person grasps language well not only depends on the number of sentences he created that following the grammatical rules but also depends on his/her ability to use language correctly. Therefore, communication skills has nothing to do with if we grasp the language structure well but with the strength of the ability to use language in his participation in social activities. In 1976, Winkin s published the conceptual outline which had an important impact on the communicative language teaching, and became the blueprint of the authority of the communicative language teaching, also had a major influence on the design of the European communicative language activities and textbooks. In 1978 , Communication Winddowson published the communication in English teaching which laid the foundation of the rapid development of the communicative teaching method at that time. And in 1981, Johnson, and Morrow jointly prepared the communication in the classroom which has a clear system to put forward the theory and practice of communicative teaching methods and played the role of the orientation for the future of English teaching methods reform practice. When the theory spreads to China, there always are so many kinds of problems in the process of teachers using, mainly because, ideologically, people in China have not formed this way of thinking. It is difficult to let the students feel the acquisition of knowledge in the process of using. 2.2The Features of Communicative Language Teaching2.2.1 Communication must be trueThe so-called real communication refers to the need for communication of both sides. It also refers to that the Occasion, language, activities and other matters which involved in communication should be true. The learners need of communication in the class is decided by the task and the situation that teachers and textbook designed. The important prerequisite for the produce of this kind of communication is that the both sides should have an information gap. Therefore, in the design of situation and task, the both sides must be g