交际教学法在高中英语口语课堂中的应用毕业论文

1、本科生毕业论文交际教学法在高中英语口语课堂中的应用The AppIication of Communicative LanguageTeaching in the Engl ish Oral Classroom of SeniorHigh Schoo I吴连有指导教师： 莹 职称 讲师农业大学 黑龙潭 650201学 院：外语学院 专 业：英语年级：2009级论文提交日期：2013年4月30日 答辩日期：2013年5月11日 答辩委员会主任：资谷生农业大学2013年5月11日The AppIication of Communicative LanguageTeaching in the Eng

2、l ish Oral Classroom of SeniorHigh Schoo IBYWu Ii anyouSupervised by Han YingA Thesis Submitted toCol lege of Foreign LanguagesYunnan Agricultural UniversityIn Part ia I Fulfi IIment of the Requi rements forThe Degree of Bache I or of ArtsIn English LanguageMay 2013ContentsAbstract(Eng I i sh)VAbstr

3、act(Ch inese) VI1. Introduction J 1. 1 The background of the Commun i cat i ve LanguageTeaching11.2PurposeofthePaper 12. The Current Situation of senior high schooI English oralteachinginchina. 22. 1lackofnaturaIlanguageenvi ronment23. 2Lackofspec ia Iora IEng I ishteach i ng.34. 3StudentsI ackconf

4、idenceinspeak i ngEng I i sh . . . 35. 4Chinese-speak ingteach ingmethod 33. The communicative Ianguage teaching in the high schooI oral Engl ish classroom4.3. 1ThedefineofCommun i cat i veLanguageTeaching 54. 2 Principles for applying the communicative language teaching in Englishteaching-65. 3 Sta

5、ges of communicative language teaching 66. 4 The applicat ion of Communicative Language Teaching in our class”373. 4. 1 Group work73.4.2Ro I e-p I ay84. Some Suggestions for applying Communicative Language Teaching. 94. 1DevelopingStudentsCriticalThinking94. 2ReformthecI assteach i ngmode . 107. 3 S

6、et up apIeasantand harmonious atmosphere inclassroom . 104.4Mak i ngapropercommun icat i vetest. 108.Cone I us i on 11References.12摘要英语是当今世界上通用的国家语言之一，是世界上使用最广泛的语言，英语教 学的目的是培养学生的交际能力。英语四项基本技能之一的口语是非常重要的， 口语有助于学生与人交流。然而，过多的关注于高考使高中生的英语远落后于口 语的要求，本文考察了目前高中英语口语教学中存在的问题，以及讨论交际教学 法在高中英语口语中的应用，并给出相关建议。关键词

7、：交际法；英语口语教学；问题AbstractEng I i sh i s the major wor I d international I anguage, i s one of widely used Ianguage. I n ch i na, the goaI of Eng Ii sh teaching i s to cultivate students communicative competence. Of the four basic Ianguage skills, speak i ng i s very important because it he I ps student

8、s to communicate with each other. However, too much attention paid to the nationaI entrance examinat ion made students in high schooI fa I I far behind the requi rement of speaki ng. Th i s paper examines the prob Iems of current ora I Engli sh teaching i n h i gh school, and d i scusses the appIica

9、t ion of communicative Ianguage teaching i n ora I teaching, and gives some suggest i ons. .Key word: Communicative Language Teaching; oral teaching; problem1- Introduction1.1 The background of the Communicative Language TeachingWith the deveIopment of economic gIobaIization and china enter into WTO

10、 forma I I y , As we a I I know that I earn Eng I i sh we I I i s important to future deve I opment of Ch i na, Ch i nese people I earn Eng I i sh i n order to speak it ,not for tak i ng examinations. However, because ora I Eng Ii sh has not yet been incorporate into the scope of Engl ish test so th

11、at most of students and thei r teachers focus on wr itten tests. As a result, large numbers ofChinese students score high in exams but they are unabIe to speak Engl ishstudents still rema i nin English. They maythey can not expresswith this situation,students of speakinglast century, Englishf Iuent

12、Iy. After study ing Engl ish for severaI years, at a I oss v/hen they have to express themse I ves remember a great number of words and i d i oms, but themseIves appropr i ate Iy i n communication. FacedEng Ii sh teacher pa i d more attention to improve abi I i ty, but how to i mprove it? Si nee ear

13、 I y 80s of teachers in China have been try ing to improve thei r teaching and a new teaching approach in thei r c I ass. 11 i s Communicat i ve Language Teaching.1.2 Purpose of the PaperCommun i cat i ve Language Teach i ng i s a very s i gn i f i cant teach i ng method in Engl ish classroom for se

14、nior high school students. It can be used to I ead i n a class, He I p most of student to enhance your i nterest i n I earn i ng Eng I i sh, to improve students? spoken Engl i sh. it can be a very effect i ve way for an Eng I i sh teacher i n teach i ng process. Scholars and teachers from both home

15、and abroad have been try i ng the i r best to put forward and use those theor i es which are re Iated to Communicative Language Teach i ng for quiet a long per i od of time. At present, ora I Eng Ii sh has not yet been incorporate into the scope of Engl ish test so that most of students and thei r t

16、eachers focus on wr itten tests, in order to get a higher score in the col lege entrance examination, students in recent years are shouIder ing heavier burden from var ious homework and extra training c I asses. As a result, large numbers of Chinese students score h i gh i n exams but they are unabI

17、e to speak Engl ish f IuentIy. In order to change this s i tuat i on, , th i s paper ana I yzed the app I i cat i on of commun i cat i ve Language Teaching in the English cIassroom of senior high school and gives out a ser ies of effect i veness and methods improvi ng students* ora I abiIity.2. The

18、current situation of senior high schooI English oralteaching in chinaIn the traditional teaching mode, the center is teacher, the contents are grammar, vocabu I ary and the activities are practice of sentence types and grammar. The students wiI I graduaI Iy be trapped by fear and disgust of th i s k

19、 i nd of teach i ng method, additionally Ora I Engli sh has not yet been incorporate into the scope of English test, Teachers pay attention to Engl i sh knowledge, neg Iect i ng the ora I Engl i sh teach i ng. Most of the students neglect the importance of ora I English, when they are prepar i ng fo

20、r the co I I ege entrance examination; the senior schoo I students pay more attent ion on wr itten test scores so that spoken Engl i sh i s ignored. Most of students are owed a good grade but they are unable to speak Eng Ii sh fIuentIy. The current situations of senior high schooI Engl i sh ora I te

21、aching in china are as fol lows:2.1 lack of natural Ianguage environmentLanguage learning can hard Iy do without specific Iinguistic context. I n China, Engli sh as a fore i gn Ianguage, it i s bound to I acks authent i c Ianguage env i ronments. Chinese students learn Engli sh on Iy to finish schoo

22、I work; they hard Iy pract ice Eng Ii sh after cI ass. More students i n c I ass results i n I ess communions between students and teachers or students and students. No authentic Ianguage contexts, to a certain extent, affected improvement of ora I teach i ng. For Ianguage I earner, learn Eng I i sh

23、 i s a im to communication. On I y create a rea I Engl i sh env i ronment, advocating use of reaI Ianguage, we can final ly achieve the purpose of improve students* Eng Ii sh express i on ability.2. 2 Lack of specia I oral English teachingDue to the effect of examination system, Ora I Eng Ii sh has

24、not been i nc I uded i n the test range; Many teachers don t pay attention to the training students ora I Engli sh, for the sake of finish the teaching object i ves and cope with a I I k inds of usua I test, Almost each Iesson i s used to exp lain the text, work the exerc i ses, and they focus on vo

25、cabu lary, sentence patterns and grammar exp lain, Ignor i ng the students1 ora I Eng I i sh training. As a resu 11, I arge numbers of Ch i nese students are score high but are unabIe to speak Engl ish f IuentIy. After studying Engl ish for severaI years, students still rema in at a Ioss when they h

26、ave to express themse I ves i n Eng I i sh. They may remember a great number of words and i d i oms, and read simple of Eng I ish article , but they can not use them appropr i ate I y i n communication. After hav i ng I earned Eng Ii sh for many years, many Chinese students cannot speak aff I uent E

27、ng I i sh yet, on I y dumb Eng I ish” .2 . 3 Students; lack conf i dence in speaking EnglishBecause Eng Ii sh foundation of the student i s weak, students are insufficient vocabuI ary, poor at grammat i caI patterns, while Ora I commun i cat i on i s ora I, flexible, communicative, error of openness

28、, which Ieads to Students I ack confidence i n speak i ng Engli sh. Some students th i nk that I earn ora I Engl i sh i s so difficult that they give up many opportunities to pract i ce Engli sh. Some students are v/orr ied about the errors, or of be criticizing, or losing face, so they are afraid o

29、f speaking English.3 .4 Ch i nese-speak i ng teach i ng methodIn the past few years, Students spend Iots of time in learning the phonet i c, read the new words and recite the text i n the f i rst p I ace, to studying and improve the pronunciation and intonation. Some student s study standard spoken

30、Eng Ii sh with the tape recorder; finallyt some students still can t speak f Iuent Engl ish. Besides, some of the Engl ish teacher stressed the accuracy of spoken Engl ish, and correct the mi stakes whenever they made, they Iet the student practice the sentence pattern repeated Iy. As a result, it s

31、trengthen the students* psychological anx i ety, students , are i nterest i n speak i ng Eng Ii sh i s weakened.3. The communicative Ianguage teaching in the high schooI oralEnglish classroomFaced with this situation, Communicative Ianguage teaching is a good way to solve these problems. Communicati

32、ve Ianguage teaching makes use of reaHI ife situations that necessitate communication. The teacher sets up a situation that students are IikeIy to encounter in reaI life. The real-life s imuI at i ons change from day to day. Students* mot i vat i on to I earn comes from the i r des i re to communica

33、te i n meaningful ways about meaningfuI topics.3.1 The define of Communicative Language TeachingCommun i cat i ve Language Teach i ng (CLT) a I so cal led Commun i cat i ve Approach or Funct ionaI Approach, or iginated from the changes in British I anguage teach i ng tradition dat i ng back from the

34、 I ate 1960s. Eng Ii sh Iinguist of WiIkins is the founder of Communicative Language Teaching, Representat i ve a I so Eng Ii sh Ianguage educator Alexander and Widdowson. Communicative Language Teaching theory is based on functionaI I inguisties and social Iinguisties. Stemming from the socio-cogni

35、tive perspectives of the socioT inguiStic theory, it aims to make communicative competence the goaI of Ianguage teaching and develop procedures for the teaching of the four skills that acknov/ledge the i nterdependence of Ianguage and communication (Richards and Rodgers, 1986). The Communicative Lan

36、guage Teaching aims to helping students use the target language a var iety of contexts. It pr imary focus i s to he I p I earners create meaning rather than he I p them i n deve I op perfect grammar or acqu i re nat i ve-1 i ke pronunc i at i on. This means that successfuI Iy learning a foreign Iang

37、uage is assessed in terms of hov/ I earners have developed the i r communicative competence. Since the concept “communicative competencewas f i rst i ntroduced by Hymens in the mid-1960s, many researchers have helped develop theor ies and pract ices of Commun icat i ve. I n Hymens v iew, I anguage w

38、as cons idered as a social and cognitive phenomenon; syntax and Ianguage forms were understood not as autonomous, a contextuaI structures, but rather as meaning resources used in particular conventional ways and develop through soc i a I interaction and assimi lat ion of other s speech. Therefore, s

39、peakers of a Ianguage have to have more rather grammat icaI competence in order to be able to communicate effect i veIy in a language; they a I so need to know how Ianguage is used by members of a speech community to accomp I i sh the i r purposes (Hymes, 1968). Based on th i s theory, Cana I and Sw

40、ain (1980) Iater extend the uCommunicative competencev into four d imens i ons. I n Cana I and swa i n, “Communicative competence was understood as the under lying systems of knowledge and skill requi red for communication. From this perspective, what Ianguage teachers need to teach i s no longer ju

41、st I inguist ic competence but a I so socio-I inguistic competence, discourse competence and strategic competence. Communicati ve Ianguage Teaching i s not a single and fixed teaching mode I; the core content i s “using language to I earn M and u I earn i ng to use language” .To sum up, the Communic

42、ative Language Teaching emphasizes that one of the most important functions of Ianguage is communication; therefore, the aim of learning a Ianguage is to acqui re the competence to conduct effect i ve communicat ion i n the target Ianguage. Meanwh i I e, the structure and the function of the target

43、Ianguage should be equaI Iy treated.3. 2 Principles for applying the communicative Ianguage teaching in English teachingAmong the numerous principles of communicative Ianguage teaching, there are two pieces of pr inciples, which are more important in China， s Eng Ii sh teaching.First, Create more re

44、aI istic situation. The current teaching methods don t emphasize the reaI wor Id situat ion and fai I to culti vate students spontaneity. Artificial conventions and mechanical question-and-answer sequences fa I I short of the flexible, spontaneous k i nd of communicative interaction requi red for pe

45、rforming a task with the context of situation re Ievant to the rea I worId. Such cI assroom teaching forces learners to ta I k about th i ngs that are not of the i r own choos i ng and not based on the i r actuaI needs.Second, the cI ass shouId be students-centered. Communicative approach makes lear

46、ners to be themseIves and requi res the cI assroom i nstructor to play a secondary role, trying to keep focus on the students not on him and encouraging students to communicate among themseIves. The teacher shouId a I Iow fuI I scope for hi s students spontaneous learning process and give more oppor

47、tunities for the students to talk, perform and express thei r own ideas. In this way, the students wi I I no longer feel infer ior. GraduaI Iy, they will form a positive attitude toward English studying. The role and relationship between the teacher and students are fixed by the students-centered pr

48、inciple. It is to say that the students are the ma i n part i n communication, 胃hi Ie the teacher he I ps the students to communicate.3.1 Three stages of communicative Ianguage teachingCommunicative Ianguage teaching is a good way to improve the students ability of speaking, and it is thought highly

49、 by more and more peopIe. Communicative teach i ng i s a very comp I ex process. The teacher can divide the students* learning into three stages:I n the f i rst stage, the teacher i s a sort of i nformat i onhe se I ectsmater i a I to be I earned and presents it so that the students can understand i

50、t and remember it as c I ear I y as poss i b I e.The second stage is the practice stage. Mere the students do the talking organized from cue by the teacherthis practice should be mean i ngfuI and memorabIe.The thi rd stage is often omitted by many teachers. 11 is a production stage; they should be a

51、 I lowed, under the guidance of the teacher, to use the I anguage free I y, even i f they make some mi stakes as a result. Thi s requi res a more flexible attitude from the teachers to mistakes, i f the student i s constant Iy stopped and corrected, then eventuaI Iy he wiI I become d i scouraged and

52、 cease to be mot i vated to speak. I f the students can use the I anguage for themse I ves, then they become aware that they have I earnt something usefu I and are encouraged to go on I earn i ng： perhaps the most important factor i s to keep up mot i vat i on i n the I earn i ng process itse I f.3.

53、 4 The appI ication of Communicative Language teaching in the high schooI English oral classroomCommunicative activity provides opportunities for positive persona I re I at i onsh i ps to deve I op among I earners and teachers. These re I at i onsh i ps can he Ip to humanize the cI ass and to create

54、 envi ronment that supports the individual i n h i s efforts to learn. The app I i cat ion of commun i cat i ve Ianguage teaching i n high schooI Eng Ii sh cI ass i s as fol lows:3.1.1 Group work in communicative activitiesThe teacher sometimes can produce a part i cuI ar k i nd of i nteract i on. F

55、irst of a I I, the teacher divides the cI ass i nto seven groups and offers var i ous short-read i ngs, and based on what they read, the students exchange thei r views and discuss about them, or the teacher ? s give students I istening mater ia I s and interact based on the teacher ? s requi rement.

56、 In this way, students may work in group to achieve a sense of psychological safety and cooperate to produce affect i ve ach i evement.3.1.2 Ro Ie-pI ay in commun i cat i ve Ianguage teaching“Ro Ie-pl ay ing“ i s one method of gett i ng the students to imagine they are someone e I se and p I ay that

57、 part. The teacher may use ro I e p I ay. I n the game each student should p I ay a certa i n ro I e, a certa i n person under certain ci rcumstance. The teacher should encourage exert ing thei r imagination, playing the i r role well. Role-play act i v i t i es are not on I y for the excel lent stu

58、dents, but a I so to others. Especia I Iy at the beginning to I earn English, teachers must pay more attention to tra i n everyone i nterests about Eng I i sh. I n the ro I e-p I ay act i v i t i es, teachers shou Id ensure that MEveryone has the role, a I I have a d i scourse, so that every student* s Engli sh ability has been a d i fferent i ncrease i n each role-playing activities. Everyone? s ability is different, so when the teacher gives the task of the role-play, he/she should choose suitable roIes