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1、-. z.On E*tra-curricular Activities and Cultivation ofEnglish municative Ability of College StudentsApplicant: *Supervisor: *Faculty:*May 10, 2008* University-. z.Contents摘要 .iiAbstract . iii1. Introduction . 11.1 The Significance of Topic . 11.2 Research Methods. 12. Theory Research . 12.1 Linguist

2、ics Rationale . 12.1.1 Theory of municative petence by D. H. Hymes . 12.1.2 Theory of municative petence by Canale & Swain . 22.1.3 Theory of municative petence by Bachman. 22.2 Theoretical Basis of the Topic . 22.2.1 Piagets Theory . 22.2.2 American Scholar- Alan Andean &Weir about Role Play. 32.3

3、Related Studies. 32.3.1 Researches Abroad. 32.3.2 Researches in China . 33. Presentation of the English Teaching . 43.1 The Drawbacks of Traditional Teaching Methods . 43.2 Modern Interest Teaching CLT . 43.2.1 Definition of CLT . 43.2.2 The Content and Substance of CLT . 53.2.3 CLT in the Use of En

4、glish Out-of-class Activities .4. Out-of-class Activities and Cultivation of munication Ability .4.1 The Role of Out-of-class Activities in Training of munication Ability .6664.2 Current Situation of College Students4.3 Analysis on the Causes for Problems . 84.4 Carrying Out the Out-of-class Activit

5、ies in Scientific and Effective Way . 9-of-classLeaOutrning . 74.5 A Suggested Framework for Strategy Study . 114.5.1 Introduction . 114.5.2 An Out-of-class English Learning Center . 115. Conclusion . 12Bibliography . 14i-. z.AbstractAmerican society linguist Dwell Hymes thinks: municative petence n

6、otonly includes the understanding and grasp to a form of language, but also includes theunderstanding and mastering in when and where, and how and to whom to uselanguage appropriate form of the munication systems of knowledge. As ane*tension of the classroom, out-of-class activities play a vital rol

7、e in improving thecapacity of college English munication. It can create munication situation, sothat students can bring full play with initiative and creativity. Improve themunicative ability and develop the quality of the students prehensively. Fromthe perspective of Applied Linguistics, this essay

8、 tries to study the idea and practiceof English activity course in college school, for the purpose of fostering studentsinterest in English munication， improving their English language ability, givingfull play to their individuality and specialty and developing their thinking ability andmunicating a

9、bility. Finally, in order to improve the college students learningstrategy, the essay will provide a suggested framework for strategy training based onthe results of this investigation.Key words:college students, municative petence, learning strategies,out-of-class activitiesiii-. z.1. Introduction1

10、.1 The Significance of TopicEnglish is the international language of the mon. In order to learn advancedscientific knowledge in the developed countries, to strengthen economic trade with allcountries, the importance of English is easily obvious. However, the teaching methodsand teaching effectivenes

11、s of our schools in China are worrisome. In the recent yearspeople usually think the English condition of Chinese students asmute EnglishdeafEnglishT.heir English learning starts from the primary school, with a longperiod of seven years, eight years, or even 10 years, they still can not use English

12、tomake dialogue, can not understand when the Britain and the Americans speak. Thereason is that the e*am-oriented education can cultivate students who are only good ate*aminations, overlooking to raise their overall quality. Out-of-class English learningmay enable them related knowledge, further the

13、ir skills.1.2 Research MethodsThe main methods for the study are insisting on bining the theory withpractice and widely referring to the domestic and foreign literature material. On thebasis of this analysis and research, some regular understandings are to be summarized.Put forward proposals to impr

14、ove.2. Theory Research2.1 Linguistics Rationale2.1.1 Theory of municative petence by D. H. HymesIn 1972, Hymes delivered a speechentitledOnmunicative petence ,putmunicative petence as a highly ple* system of the knowledge andskills. It can be summarized as a person asbility to use the language. It m

15、ainly1-. z.includes four aspects: grammaticality, acceptability, appropriate, and actualoperational. The municative petence is including a persons languageknowledge, society cultural knowledge, literary knowledge, cognitive capacity,emotion factor and other knowledge. Therefore, foreign language tea

16、chings dutycannot merely confine to the instruction of language knowledge. HisOnmunicative petence theory has provided the theory basis for municativelanguage teaching.2.1.2 Theory of municative petence by Canale & SwainIn the 1980s, Kanami and Swindon theory of municative ability enriched thetheory

17、 of Hymes. They think that munication capabilities include: Grammarability, social language skills, discourse petence and strategy ability. The practicehas proved that their theory is the guiding of the language teaching and standard of thetesting programmatic.2.1.3 Theory of municative petence by B

18、achmanOn the basis of various theories, Bachman concluded and proposed the theory ofmunicative language ability. He believes that municative language ability isposed of three parts: language petence,strategy ability and psychologicalmechanism capacity. Apart from enriching e*position of the language

19、 ability, thestrategy will be in the capacity as an independent part of the languageskills. Ande*plain the relative importance of implementation factor.2.2 Theoretical Basis of the Topic2.2.1 Piagets TheoryConstructivist learning concept proposed that knowledge is not simply to betaught by teachers,

20、 but to be learned by each student in a certain situation (social andcultural background).Students can obtain knowledge and information by making useof other people, using the necessary learning materials through interpersonalcooperation, and taking the initiative to construct meaning. Therefore, th

21、e situation,2-. z.collaboration and conversation and constructing meaning are the four elementsin the learning environment.2.2.2 American Scholar-Alan Andean&Weir about Role Play”Roleplay teaching model will simulate the process of contact betweenmembers of the society. Students through the way of c

22、onsultation, study each kind ofacademic knowledge, in order that they can solve the social problem effectively in thefuture.2.3 Related Studies2.3.1 Researches AbroadThe overseas studies on out-of-class activities may trace to the Plato andRousseautime. Plato is the renowned philosopher in ancient G

23、reece.He advocatesthechild play-ground educational mode. That is the prototype of e*tra-curricularactivities. By the time of French Enlightenment and Rousseau (18th century), directe*perience has received wide acceptance. Rousseau stressed outside world withoutbooks, no materials other than the fact

24、s, and advocated natural mode of education.To the United Statesin the 19th century, the first school in the world which useactivity curriculum theory as teaching guidance- Deweys Chicago e*perimentalschool, has founded. With 1896-1903 Dewey Chicago e*perimental courses inschool activities the United

25、 States began to criticize the traditional courses. Instead ofit are the out-of-class educational activities. These activity courses are based on thepragmatism, lasted more than 50 years in American schools, and their affects areprofound and widespread.2.3.2 Researches in ChinaIn our country, no mat

26、ter what stage,thesecourses have different names, fore*ample, out-of-class activities, the second classroom, class activities, integratedsocial practice and so on. The process of changes is closely related to our theoreticalstudy courses.In history, the development of activity coursesis closely rela

27、ted the3-. gress and reform and guiding rules of the government.3. Presentation of the English Teaching3.1 The Drawbacks of Traditional Teaching MethodsReviewing the traditional English teaching method, in the past decades we haveindeed made the very big progress.But with social progress and de

28、velopment, itsshortings are also increasingly revealed.First, because the Chinese test system is imperfect, the traditional Englishteaching method is just an e*amination-oriented education model. In this teaching,evaluation of English level is to see the scores.This causes many studentsto get ahigh

29、score, but they can not municate with people using English. Secondly, in thetraditional English teaching, teacher is the leader, takes the most important part in theclassroom. The teacher stands on the platform proposing the questions, analyzing ande*plaining them, grasping the entire teaching proce

30、ss. And the student is just passiveaudience, understandsthe content passively, and records the massive notes. Suchteaching method does not have interaction; hardly train studentcosmmunicativeability and language ability. Third, in teaching, to stress the accuracy of knowledge,teachers usually use Ch

31、inese to e*plain.So students have very little opportunity to municate using English.Obviously, the traditional English teaching is knowledge-based.pared with thelanguage plastic function, it pays more attention to the form of language and thegrammatical function, rather than raises the munication an

32、d utilization ability ofit.3.2 Modern Interest Teaching CLT3.2.1 Definition of CLTThe content of municative language teaching is mainly on the languagefunctions. Emphasis carries on language teaching in the real scene, advocatingteaching processto socialization, and cultivating the ability of applic

33、ation, studying4-. z.for the purpose of application. While prominent municative languageteaching,au*iliary by some grammar, translation, sentence and so on, is based on the goal topromote the culture language municative petence.The core of municative language teaching is to put the teaching process

34、as aprocess of munication. The basic principles of teaching may be summarized:The language is the information carrier, is the tool of munications. Thelanguage teaching must realize munication through each kind of activities.Language utilizations smoothnessis more important than accuracy. Makingmista

35、ke is natural and inevitable; we may correct them gradually in the learningprocess.Students should take the main part in teaching process. The teacher muststimulate the students enthusiasm and initiative participation; make students enhancemunication ability in the language utilization. municative l

36、anguage teachingadvocated the fully participation of the students.Teachersduty is to provide andcreate the real human relations scene,enablestudentsto utilize the languagefreelyand initiatively.3.2.2 The Content and Substance of CLTThe purposeof the municative languageteaching is to cultivate studen

37、tsmunication ability. It thse heuristic method of teaching. Induce the studentstospeak English boldly. Provide as much as possible drill opportunities for students. Butit does not mean that the municative language teaching only pays great attentionto the oral English, repelling the grammar teaching.

38、 The cultivation of municationcapability should manifest in the form of four aspects of listening, speaking, readingand writing. Indeed, in municative language teaching, some teachers pursue thespoken language simply, no matter whether the students can follow and understand ornot. As a result the ma

39、jority of students only learn some spoken languages, buttheknowledge study is not solid, and polarization appears obviously. This indicates thatthese teachersdo not understandthe municative language teaching rightly andpletely.5-. z.In the teaching, listening, speaking, reading, writing is inalienab

40、le and relatedclosely. They are interactive with each other. The teacher should help student getknowledge, rather than instill it into the students. There have been interactionsbetween teachers and students. They should coordinate closely, plete theinstruction together.3.2.3 CLT in the Use of Englis

41、h Out-of-class ActivitiesAccording to students major character and employment need, make surestudents understanding domain, emotion domain and skill domain, and then carry onthe goal stipulation in detail. Arrange the out-of-class activities content, thus establishEnglish out-of-class activities tar

42、get system. And the process of teaching is theprocessin which teachers and studentsinteract with each other. The teacher shouldgive studentsenough free spaceto display, do not criticize them eagerly, point outmistakes, make the summary or decide the answer. This may avoid students beingdiscouraged,

43、but cause them to have the sense of achievement, form the interests inthe municative activities. The e*pression of studentsis limited; teachers shouldadopt various means to enable students to have sufficient information added, andquickly change into actual munication ability. In addition, the design

44、 of Englishout-of-class activities is diversified. It can make teachersto teach through playing,cause the student to bee the truly independent learner gradually.4. Out-of-class Activities and Cultivation of munication Ability4.1 The Role of Out-of-class Activities in Training of municationAbilityOut

45、-of-class activities are an effective way to develop municativepetence. The classroom instruction and the out-of-class activities are twoimportant constituents in the foreign language teaching system. The foreign languageclassroom instruction is the basic teaching form, plays the leading role. Howev

46、er, it isundeniable that out-of-class activities play an active role in cultivating municative6-. z.ability. It can consolidate and strengthen the classroom knowledge, so that theknowledge can be improved further through out-of-class activities. The theme ofe*tra-curricular activities can be bined w

47、ith classroom teaching. They infiltratemutually, the glossary is related to classroom subject, the sentenceand languagesynthesis utilization ability which could be improved gradually in the practice ofout-of-class activities.The goal of foreign language e*tra-curricular activities is just to enhance

48、theability of students language munication. These hot topics of life as well asvarious practices, with the real natural language environment, could arouse studentsstudy enthusiasmand display their intelligence. Let studentsstudy and consolidateEnglish in each kind of activities, enhancetheir foreign

49、 language municationskills.4.2 Current Situation of College Students-of-clOutass LearningAs we know，English learning is not restricted in class，and out-of-class learningis also a very important part. Especially for college students, their class time is verylimited, so their English learning has to d

50、epend on their out-of-class learning. Aspointed out by professor Zhe, from Beijing University, there are only 288 classperiods for college students, while language learning is arduous work. Class time isvery limited, so we should teach students how to learn English rather than teachEnglish. As we kn

51、ow, to a great e*tent, their English proficiency dependson theirown learning. pared with in-class learning, out-of-class learning is particularlyimportant. It has its unique advantages: first, there is plenty of spare time to e*ploitfor learners, which is the crucial condition for successful learnin

52、g; second,out-of-class learning can provide learners real world practice. Additionally, they canhelp learners broaden their scope of vision and cultivate their learning ability. But fora long time, influenced by our traditional teaching and learning, college studentsout-of-class learning is far from

53、 being satisfactory. The disordered phenomenainlearning are very serious, e*actly, most college students just learn English blindlyaccording to their own interests, lacking systematical learning plan. Especially, for the7-. z.freshmen and second-year students, they are often free at beginning and bu

54、sy when ane*amination is ing, so their out-of-class learning is often at will and loose. That isto say they have no goals, no directions and no management. They often feel nothingto do or don t know how to do. What s more, most of them are used to depending onthe teachers and the te*tbooks and not a

55、ccustomed to the learning situation withouthomework.On the other hand, to our disappointment, facing this serious situation, thecolleges and the teachers don t carry out effective measures to organize and direct thestudents -outof-class learning. The phenomena bee a big barrier for learners topromot

56、e their English proficiency. Therefore now, changing this unfavorable situationbees an urgent task.4.3 Analysis on the Causes for ProblemsAfter you have learned the current situation of the college students -of-class outlearning, I think you can t help askingt the whacause for this serious situation

57、 is. Ofcause,the reasonsare various. Taking the college students features of out-of-classlearning into consideration, we find that the basic causeis the students previousEnglish learning e*perience.Before these studentscame to college, they had si* or seven years of Englishlearning. This learning e*

58、perience has laid strong influence on their current collegeEnglish learning. The teachers nearly dominate every aspect of the learnersincluding their out-of-class learning, and the students seldom get the real independentout-of-class learning, most of the out-of-class learning is devoted to homework

59、 orother tasks required by the teachers. In learning, the learners are usually led by theirteachers anddon t have to decide how long they should learn and what materials theyshould choose. Gradually, the learners began to depend on the teachers for everythingin learning; as a result, studentshave lo

60、ng been accustomedto learn dependently.They tend to depend on one or two books and the teachers, while they are not awareof the crucial role of themselves. Inherently, this kind of learning e*perience leads tothe lack of the learning strategies. lea8-. z.We find that the students are e*actly lacking