交际法在中学英语课堂的应用
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资料包括： 论文(26页6604字)
说明：
摘 要
交际教学法在中国的发展仅三十年的历史。这种年轻的教学法在中国中学英语课堂得以广泛地吸收和采纳。它有诸多优点诸如他以按学生需要取材，教学过程交际化以求学用合一，学得精学得快为核心，它还根据儿童的特点教学。它要求英语学习的学以致用。但是交际教学法仍有许多不足之处有待我们改进。交际教学法有诸多缺点。诸如它重流畅性轻准确性，重交际轻语法，不适宜的考试制度等等。针对以上不足之处，本文提出了一定的见解。我们从应做到消除一些理论上的误解. 在实践上教师应设计适合学生的引入的同时要创造和谐的学习英语的环境，组织学生进行交流。同时学生也应该充分发挥自己学习的主动性在英语课堂中多交流多应用英语。
关键词 ：交际教学；交际能力；中学英语课堂; 刺激
Abstract
Communicative approach appeared in the 1950’s，it has been studied in China for almost 30 years. As a young teaching approach, it is widely accepted by many middle school English teachers. It is also a good teaching approach with many advantages. For example, it emphasizes the central position of students, and advocates that English is learnt to use, it emphasizes the communicative function of the language. Communicative approach helps the students to learn concisely and lively. Communicative approach in the class of middle school is adapted in accordance with the students’ psychological features.
However, it still needs improvement. This paper analyzes the disadvantages of communicative approach. For example, it puts emphasis on fluency but neglects accuracy; it stresses the communicative ability but neglects grammar, and the testing system is improper. This paper aims at rectifying these shortcomings in theory and practice. Firstly, we should get rid of some misunderstanding. Secondly, when it is adapted in practice, teachers need to design good introductions in the class and stimulate students’ interests. Thirdly, teachers should create a harmonious atmosphere, and build up a good relationship between teacher and the students.
Key words
Communicative approach; communicative ability; middle school English class; stimulation
Introduction
Communicative approach appeared in the 1950’s，and it has been widely adopted and achieved a lot such as the improvements of listening ability, communicating ability and reading ability. However, it still has some disadvantages. The fluency of language certainly is important, but its accuracy shouldn’t be neglected. Whether grammar teaching should be emphasized in teaching remains a problem. Communicative approach must be applied to English class according to Chinese educational situation.
Especially in middle schools，communicative approach should be carefully researched. How do we use the existing theory? How do we correct the current mistakes on communicative approach? How do we improve middle school students’ comprehensive ability? All these questions will be provided with answers.
目录：
AbstractI
Key WordsI
摘 要II
关键词II
Introduction1
Ⅰ. Communicative Approach2
A. Four Skills2
B. Two Versions of Communicative Approach2
Ⅱ.Features of Communicative Approach3
Ⅲ.Existing Problems in the Teachers’ Beliefs and Practice of Communicative Approach4
A. Problems in the Teachers’ Beliefs4
1. Taking Communicative Approach as a Method4
2. Stressing Language Structures5
3. Misunderstanding of Communicative Approach5
B. Some Practical Problems6
1. Some Differences between Reality and Theory6
2. The Teacher’s Problems6
3. The Students’ Problems7
4. Fluency or Accuracy8
5. Improper Testing System10
Ⅳ. Ways to Apply Communicative Approach to Practice10
A.Getting Rid of the Misunderstanding10
B. Designing the Introduction in the Class11
C.Stimulating Students’ Interests, and Enhancing Their Desire of English Learning12
D.Building up a Good Relationship Between Teacher and Students12
E.Grouping the Students and Meet Their Needs13
F. Focusing on Communicating and Teaching Approach14
Conclusion17
Acknowledgements19
Bibliography20
参考文献：
Gorge Watson. Writing and Thesis[J]. Chengdu: Sichuan University Press, 2003
Littlewood. Communicative Language Teaching [M] , Canbridge: Cambridge University Press
Peter G. Beidler. Writing Matters [M]. Chengdu: Sichuan University Press, 2003.
Stern.语言教学的基本概念[M].上海：上海外语教育出版社，1999
Tricia.Teaching and Learning in English [M].Shanghai：Shanghai Foreign Language Teaching Press，1998.
陈琦.当代教育心理学[M].北京：北京师范大学出版社，2002.
董光军.交际教学法及其在英语教学中的应用[J].皖西学院学报 ，2006，（6）.
傅道春.当代教育学[M].北京：人民教育出版社，2002.
嵇纬武.实用英语口语技能[M].天津：天津科技出版公司，1992.
李小融.教育心理学[M].北京：人民教育出版社，2002.
李予军.交际法研究在中国:问题与思考[J].外语界,2001.
李观仪.具有中国特色的英语教学法[M].上海:上海外语教育出版社,1991
李朝新.交际教学法之我见[J]. 山东师范大学外国语学院学报，2006，（5）.
李群.论交际教学法下的语法教学[J].山东师范大学学报，2003（1）.
[15] 李怀宏.以学生为中心与教师的作用[J].山东师范大学学报，2003，（1）.
[16] 钱翠静. 评交际教学法：从理论到实践[J].语文学刊，2006（12）.
[17] 孙宏.英语口语无师通[M]. 西安： 西安电子科技大学出版社，1999.
[18] 宋祖谕.交际教学法在英语口语课堂的应用[J].郑州航空工业管理学院学报，2003，（22）
[19] 王迎晖.交际教学法与英语交际能力[J].西安政治学院学报，2003,(16).
[20] 许玉，顾平.正确认识交际教学法[J].南京医科大学学报,2003,(3).
[21] 杨荣昌，高有华.现行中学英语教学方法浅析[J]
[21] 汪琉先.英语口语的特点[M].北京：商务印书馆，1990.
[22] 钟启泉.外语课程与教学论[M].宁波：浙江教育出版社，2003.
[23] 张中芹.促进学得与习得的融合，提高英语教学[J].牡丹江师范学院学报,2006,(6).
作者点评：
交际法在中学英语课堂的应用
Communicative approach plays a significant role in middle school English teaching. It can rouse students’ activeness and go-aheadism in a maximum way. During this period, the teacher plays as a director and the students play as actors and actress. Each of them exerts all their energy to make the teaching and studying program perfect. The traditional teacher centered teaching method is forever deserted. The teacher, once both as a director and as an actor teach to complete their teaching tasks, they ignored the students’ potential. However, communicative approach change the passive learning state, it let the students know that all the students deserve respecting, they have potential to be developed. All these improve the definitude of learning language.。
Oral English communicating is a special activity owned by human beings. Especially in the 21 century, as the development of the scientifically technology and Chinese joining in WTO, international intercourse becomes more and more. The talents who have well knit professional knowledge and good English communicating ability are badly needed. Therefore, communicative approach must be used to improve our ability.
It greatly activates the class atmosphere, and fosters a sense of innovation. The traditional English teaching demand the students follow rules docilely, and listen with respectful attention. This old teaching model results in an unequal teacher student relationship, which is not helpful to build up a well learning atmosphere. The students’ mind is badly limited and it is not conducive to their improving. Communicative approach exerts its advance, and enhances their interest to learn English. Better teacher-students relationship provides a democratic learning atmosphere and flexible learning mode. All these are significant guarantee of improving educational quality.
Communicative approach emphasizes its feature as true and cultural. It provides large number of authentic necessary information, which introduce new information to the learners and is helpful to inspire the students and induce their desire to learn English. One’s knowledge can not be limited in only a country; it should extend to any country. As a student, only if he has rich cultural connotation, would he learn enough knowledge. Only if he masters well-knit and novel professional English, would they build a well condition for him. In all, communicative approach is the product of language educational reformation; it depends much more on context. Therefore, we should better improve the students and the teachers’ ability on the base of language and communicating skill. The teaching mode must be students-centered rather than the teacher-centered.
资料包括： 论文(26页6604字)
说明：
摘 要
交际教学法在中国的发展仅三十年的历史。这种年轻的教学法在中国中学英语课堂得以广泛地吸收和采纳。它有诸多优点诸如他以按学生需要取材，教学过程交际化以求学用合一，学得精学得快为核心，它还根据儿童的特点教学。它要求英语学习的学以致用。但是交际教学法仍有许多不足之处有待我们改进。交际教学法有诸多缺点。诸如它重流畅性轻准确性，重交际轻语法，不适宜的考试制度等等。针对以上不足之处，本文提出了一定的见解。我们从应做到消除一些理论上的误解. 在实践上教师应设计适合学生的引入的同时要创造和谐的学习英语的环境，组织学生进行交流。同时学生也应该充分发挥自己学习的主动性在英语课堂中多交流多应用英语。
关键词 ：交际教学；交际能力；中学英语课堂; 刺激
Abstract
Communicative approach appeared in the 1950’s，it has been studied in China for almost 30 years. As a young teaching approach, it is widely accepted by many middle school English teachers. It is also a good teaching approach with many advantages. For example, it emphasizes the central position of students, and advocates that English is learnt to use, it emphasizes the communicative function of the language. Communicative approach helps the students to learn concisely and lively. Communicative approach in the class of middle school is adapted in accordance with the students’ psychological features.
However, it still needs improvement. This paper analyzes the disadvantages of communicative approach. For example, it puts emphasis on fluency but neglects accuracy; it stresses the communicative ability but neglects grammar, and the testing system is improper. This paper aims at rectifying these shortcomings in theory and practice. Firstly, we should get rid of some misunderstanding. Secondly, when it is adapted in practice, teachers need to design good introductions in the class and stimulate students’ interests. Thirdly, teachers should create a harmonious atmosphere, and build up a good relationship between teacher and the students.
Key words
Communicative approach; communicative ability; middle school English class; stimulation
Introduction
Communicative approach appeared in the 1950’s，and it has been widely adopted and achieved a lot such as the improvements of listening ability, communicating ability and reading ability. However, it still has some disadvantages. The fluency of language certainly is important, but its accuracy shouldn’t be neglected. Whether grammar teaching should be emphasized in teaching remains a problem. Communicative approach must be applied to English class according to Chinese educational situation.
Especially in middle schools，communicative approach should be carefully researched. How do we use the existing theory? How do we correct the current mistakes on communicative approach? How do we improve middle school students’ comprehensive ability? All these questions will be provided with answers.
目录：
AbstractI
Key WordsI
摘 要II
关键词II
Introduction1
Ⅰ. Communicative Approach2
A. Four Skills2
B. Two Versions of Communicative Approach2
Ⅱ.Features of Communicative Approach3
Ⅲ.Existing Problems in the Teachers’ Beliefs and Practice of Communicative Approach4
A. Problems in the Teachers’ Beliefs4
1. Taking Communicative Approach as a Method4
2. Stressing Language Structures5
3. Misunderstanding of Communicative Approach5
B. Some Practical Problems6
1. Some Differences between Reality and Theory6
2. The Teacher’s Problems6
3. The Students’ Problems7
4. Fluency or Accuracy8
5. Improper Testing System10
Ⅳ. Ways to Apply Communicative Approach to Practice10
A.Getting Rid of the Misunderstanding10
B. Designing the Introduction in the Class11
C.Stimulating Students’ Interests, and Enhancing Their Desire of English Learning12
D.Building up a Good Relationship Between Teacher and Students12
E.Grouping the Students and Meet Their Needs13
F. Focusing on Communicating and Teaching Approach14
Conclusion17
Acknowledgements19
Bibliography20
参考文献：
Gorge Watson. Writing and Thesis[J]. Chengdu: Sichuan University Press, 2003
Littlewood. Communicative Language Teaching [M] , Canbridge: Cambridge University Press
Peter G. Beidler. Writing Matters [M]. Chengdu: Sichuan University Press, 2003.
Stern.语言教学的基本概念[M].上海：上海外语教育出版社，1999
Tricia.Teaching and Learning in English [M].Shanghai：Shanghai Foreign Language Teaching Press，1998.
陈琦.当代教育心理学[M].北京：北京师范大学出版社，2002.
董光军.交际教学法及其在英语教学中的应用[J].皖西学院学报 ，2006，（6）.
傅道春.当代教育学[M].北京：人民教育出版社，2002.
嵇纬武.实用英语口语技能[M].天津：天津科技出版公司，1992.
李小融.教育心理学[M].北京：人民教育出版社，2002.
李予军.交际法研究在中国:问题与思考[J].外语界,2001.
李观仪.具有中国特色的英语教学法[M].上海:上海外语教育出版社,1991
李朝新.交际教学法之我见[J]. 山东师范大学外国语学院学报，2006，（5）.
李群.论交际教学法下的语法教学[J].山东师范大学学报，2003（1）.
[15] 李怀宏.以学生为中心与教师的作用[J].山东师范大学学报，2003，（1）.
[16] 钱翠静. 评交际教学法：从理论到实践[J].语文学刊，2006（12）.
[17] 孙宏.英语口语无师通[M]. 西安： 西安电子科技大学出版社，1999.
[18] 宋祖谕.交际教学法在英语口语课堂的应用[J].郑州航空工业管理学院学报，2003，（22）
[19] 王迎晖.交际教学法与英语交际能力[J].西安政治学院学报，2003,(16).
[20] 许玉，顾平.正确认识交际教学法[J].南京医科大学学报,2003,(3).
[21] 杨荣昌，高有华.现行中学英语教学方法浅析[J]
[21] 汪琉先.英语口语的特点[M].北京：商务印书馆，1990.
[22] 钟启泉.外语课程与教学论[M].宁波：浙江教育出版社，2003.
[23] 张中芹.促进学得与习得的融合，提高英语教学[J].牡丹江师范学院学报,2006,(6).
作者点评：
交际法在中学英语课堂的应用
Communicative approach plays a significant role in middle school English teaching. It can rouse students’ activeness and go-aheadism in a maximum way. During this period, the teacher plays as a director and the students play as actors and actress. Each of them exerts all their energy to make the teaching and studying program perfect. The traditional teacher centered teaching method is forever deserted. The teacher, once both as a director and as an actor teach to complete their teaching tasks, they ignored the students’ potential. However, communicative approach change the passive learning state, it let the students know that all the students deserve respecting, they have potential to be developed. All these improve the definitude of learning language.。
Oral English communicating is a special activity owned by human beings. Especially in the 21 century, as the development of the scientifically technology and Chinese joining in WTO, international intercourse becomes more and more. The talents who have well knit professional knowledge and good English communicating ability are badly needed. Therefore, communicative approach must be used to improve our ability.
It greatly activates the class atmosphere, and fosters a sense of innovation. The traditional English teaching demand the students follow rules docilely, and listen with respectful attention. This old teaching model results in an unequal teacher student relationship, which is not helpful to build up a well learning atmosphere. The students’ mind is badly limited and it is not conducive to their improving. Communicative approach exerts its advance, and enhances their interest to learn English. Better teacher-students relationship provides a democratic learning atmosphere and flexible learning mode. All these are significant guarantee of improving educational quality.
Communicative approach emphasizes its feature as true and cultural. It provides large number of authentic necessary information, which introduce new information to the learners and is helpful to inspire the students and induce their desire to learn English. One’s knowledge can not be limited in only a country; it should extend to any country. As a student, only if he has rich cultural connotation, would he learn enough knowledge. Only if he masters well-knit and novel professional English, would they build a well condition for him. In all, communicative approach is the product of language educational reformation; it depends much more on context. Therefore, we should better improve the students and the teachers’ ability on the base of language and communicating skill. The teaching mode must be students-centered rather than the teacher-centered.