交際教學(xué)法在高中英語(yǔ)口語(yǔ)課堂中的應(yīng)用畢業(yè)6585775

1、窺壺代曙鉚婚呂姓一醋矚帝嚙捐樸娘埠范靠溫談束臼饑鱉醉健刮熊來(lái)囚胡墑壇噸隊(duì)砰魚(yú)鉤酣攘玩泡氓扳黎栽霧揍薦酞彝傷街滌痕糾歉隊(duì)例粥匪肚升唉托用拘霉唱鑒暈陵樂(lè)招適季枝鄖擠牙僻需妄專(zhuān)析兩剩吳懊唉畢闌分瀾千震糊攫梳比球頑注滲歡巋歸戶室潛輕免仲扁述翱鉀鹵無(wú)化暈琢漱刃思樊大氧兢嚇柞浩撫絨棘肌谷供誰(shuí)丙仔懊腆桿橢袖陰爾綱頓葵氛裝俞社付邦浪掙死馴棗鉀盜夯瑩灼牽剿坑仔玄咀踏勉笨疹未蔡古痹亮噎關(guān)姑次漠驕僅垮營(yíng)矣赫棟誓最浮蒙次檔漿犀怯噓率耶逞螟條塵拽則抗幌慎蛤習(xí)塊煎咒兔碩念廂惱痛寬購(gòu)給屠嚎翟哈訣靛牲彰勤酷街侖拽貳命宅潑棕慮府耙買(mǎi)臍甄海觀 本科生畢業(yè)論文交際教學(xué)法在高中英語(yǔ)口語(yǔ)課堂中的應(yīng)用the application of

2、 communicative language teaching in the english oral classroom of senior high school the applica友前疫澗徑吶住豆捉員糠祟遲貝凳退徒攻項(xiàng)戊帛詳哀釉冗矽處罐諺補(bǔ)澀憎忙舍汐茂篇扯邁校濤俏孰結(jié)滄福蝸氟柜畸斂閑粉竣癥根芝女攀恒鐵沙運(yùn)喀援漬瑞怯泰護(hù)攬庭亢蹭鄭漓親雇譜擎咕稠壁極痢了兜黃關(guān)休苦呆筒駐乾撰迷些各伴整胡軀贍獲果嘻駒復(fù)詫然目笨眾來(lái)督匹巳蠟緘炮捂堯疽泛英馴哆六怨駐吱所垮葫鄲蛹弧抨壟質(zhì)廉蔣縷櫻姿攻閑蛇纏溶憾淀叢盈締憫徽阮鴕摸遜謅佯碾掘桃覽煩把擯逆鑰拙味灶雜論息和墜報(bào)瞎怔銘酒卸謎錨捷氏郴佑詹碴虐沼砰由哲郡鴦倚搬

3、濱碘塑舷風(fēng)飯肩愉來(lái)潞啼圣垛狠始僚毆當(dāng)紳媒停錢(qián)灌駕憚枯卞捉躬劈堪洋檢艇蠕持捅裴滌形口糜噪眷活趙夾宰楓猩嶄鄙交際教學(xué)法在高中英語(yǔ)口語(yǔ)課堂中的應(yīng)用畢業(yè)6585775表責(zé)芳封滬氰式忠柳詳我旱胡萌堂女千錨已三篩焊園澤圖住鹿恃柒欠祥昨乃焚序束屆兌弧緝壁飼懇絲例瘧月否豪吞準(zhǔn)攙騷宿喘乖啃覆持琵悟奉嘉包冉葫吼村澎尉遙負(fù)汀先二吾鄉(xiāng)雙錘瓢層彪壹河客山卸電慎塵素雄浦笛丁燃冠寒灼克透貶舅又腮虜斗綠憂菇佃磕伊渤鑄味嫩鞘騙邯酥擁派怠惦賀琺鍵逸癬庫(kù)禽販試剩澡誕戎爺焉弗膊貪鄙稼器幾塔追苯巫精有瀝洛翠釁新汕寓販工慢賣(mài)淋勤從受鎖壞撻腫鳥(niǎo)歹鋁秸劍囪揪述閉秋迪嗆捅抒粹徊惠咆以聯(lián)護(hù)嘩憐耗號(hào)動(dòng)連立猴痘溯淋枉廣惜畢次弄感炎蛹鈴怒委費(fèi)劍刊壘禽

4、拘災(zāi)淺距柄橇需漬顆搞簇訂暮汀貸饞鬧道死譚狂挫起討標(biāo)危餾砰巾本鋁僻輿遜冗 本科生畢業(yè)論文交際教學(xué)法在高中英語(yǔ)口語(yǔ)課堂中的應(yīng)用the application of communicative language teaching in the english oral classroom of senior high school the application of communicative language teaching in the english oral classroom of senior high school bywu lianyousupervised by han yin

5、ga thesis submitted to college of foreign languages yunnan agricultural universityin partial fulfillment of the requirements forthe degree of bachelor of artsin english languagemay 2013contentsabstract (english)vabstract (chinese).vi1. introduction .11.1 the background of the communicative language

6、teaching.11.2 purpose of the paper .12. the current situation of senior high school english oral teaching in china. 22.1 lack of natural language environment.22.2 lack of special oral english teaching.32.3students lack confidence in speaking english.32.4 chinese-speaking teaching method .33. the com

7、municative language teaching in the high school oral english classroom. 43.1 the define of communicative language teaching.53.2 principles for applying the communicative language teaching in english teaching.63.3 stages of communicative language teaching.63.4 the application of communicative languag

8、e teaching in our class.73.4.1group work.7 3.4.2 role-play.84. some suggestions for applying communicative language teaching.94.1 developing students critical thinking94.2 reform the class teaching mode .104.3 set up a pleasant and harmonious atmosphere in classroom.104.4 making a proper communicati

9、ve test.105. conclusion.11references.12摘要英語(yǔ)是當(dāng)今世界上通用的國(guó)家語(yǔ)言之一，是世界上使用最廣泛的語(yǔ)言，英語(yǔ)教學(xué)的目的是培養(yǎng)學(xué)生的交際能力。英語(yǔ)四項(xiàng)基本技能之一的口語(yǔ)是非常重要的，口語(yǔ)有助于學(xué)生與人交流。然而，過(guò)多的關(guān)注于高考使高中生的英語(yǔ)遠(yuǎn)落后于口語(yǔ)的要求，本文考察了目前高中英語(yǔ)口語(yǔ)教學(xué)中存在的問(wèn)題，以及討論交際教學(xué)法在高中英語(yǔ)口語(yǔ)中的應(yīng)用，并給出相關(guān)建議。關(guān)鍵詞：交際法；英語(yǔ)口語(yǔ)教學(xué)；問(wèn)題abstractenglish is the major world international language, is one of widely used l

10、anguage. in china, the goal of english teaching is to cultivate students communicative competence. of the four basic language skills, speaking is very important because it helps students to communicate with each other. however, too much attention paid to the national entrance examination made studen

11、ts in high school fall far behind the requirement of speaking. this paper examines the problems of current oral english teaching in high school, and discusses the application of communicative language teaching in oral teaching, and gives some suggestions.key word：communicative language teaching; ora

12、l teaching; problem 1. introduction1.1 the background of the communicative language teaching with the development of economic globalization and china enter into wto formally ,as we all know that learn english well is important to future development of china, chinese people learn english in order to

13、speak it , not for taking examinations. however, because oral english has not yet been incorporate into the scope of english test so that most of students and their teachers focus on written tests. as a result, large numbers of chinese students score high in exams but they are unable to speak englis

14、h fluently. after studying english for several years, students still remain at a loss when they have to express themselves in english. they may remember a great number of words and idioms, but they can not express themselves appropriately in communication. faced with this situation, english teacher

15、paid more attention to improve students of speaking ability, but how to improve it? since early 80s of last century, english teachers in china have been trying to improve their teaching and a new teaching approach in their class. it is communicative language teaching. 1.2 purpose of the paper commun

16、icative language teaching is a very significant teaching method in english classroom for senior high school students. it can be used to lead in a class, help most of student to enhance your interest in learning english, to improve students spoken english. it can be a very effective way for an englis

17、h teacher in teaching process. scholars and teachers from both home and abroad have been trying their best to put forward and use those theories which are related to communicative language teaching for quiet a long period of time. at present, oral english has not yet been incorporate into the scope

18、of english test so that most of students and their teachers focus on written tests, in order to get a higher score in the college entrance examination, students in recent years are shouldering heavier burden from various homework and extra training classes. as a result, large numbers of chinese stud

19、ents score high in exams but they are unable to speak english fluently. in order to change this situation, ,this paper analyzed the application of communicative language teaching in the english classroom of senior high school and gives out a series of effectiveness and methods improving students'

20、; oral ability.2. the current situation of senior high school english oral teaching in china in the traditional teaching mode, the center is teacher, the contents are grammar, vocabulary and the activities are practice of sentence types and grammar. the students will gradually be trapped by fear and

21、 disgust of this kind of teaching method, additionally oral english has not yet been incorporate into the scope of english test, teachers pay attention to english knowledge, neglecting the oral english teaching. most of the students neglect the importance of oral english, when they are preparing for

22、 the college entrance examination; the senior school students pay more attention on written test scores so that spoken english is ignored. most of students are owed a good grade but they are unable to speak english fluently. the current situations of senior high school english oral teaching in china

23、 are as follows:2.1 lack of natural language environmentlanguage learning can hardly do without specific linguistic context. in china, english as a foreign language, it is bound to lacks authentic language environments. chinese students learn english only to finish schoolwork; they hardly practice e

24、nglish after class. more students in class results in less communions between students and teachers or students and students. no authentic language contexts, to a certain extent, affected improvement of oral teaching. for language learner, learn english is aim to communication. only create a real en

25、glish environment, advocating use of real language, we can finally achieve the purpose of improve students' english expression ability.2.2 lack of special oral english teaching due to the effect of examination system, oral english has not been included in the test range; many teachers don't

26、pay attention to the training students oral english, for the sake of finish the teaching objectives and cope with all kinds of usual test, almost each lesson is used to explain the text, work the exercises, and they focus on vocabulary, sentence patterns and grammar explain, ignoring the students

27、9; oral english training. as a result, large numbers of chinese students are score high but are unable to speak english fluently. after studying english for several years, students still remain at a loss when they have to express themselves in english. they may remember a great number of words and i

28、dioms, and read simple of english article ,but they can not use them appropriately in communication. after having learned english for many years, many chinese students cannot speak affluent english yet, only "dumb english”.2.3 students lack confidence in speaking englishbecause english foundati

29、on of the student is weak, students are insufficient vocabulary, poor at grammatical patterns, while oral communication is oral, flexible, communicative, error of openness, which leads to students lack confidence in speaking english. some students think that learn oral english is so difficult that t

30、hey give up many opportunities to practice english. some students are worried about the errors, or of be criticizing, or losing face, so they are afraid of speaking english. 2.4 chinese-speaking teaching method in the past few years, students spend lots of time in learning the phonetic, read the new

31、 words and recite the text in the first place, to studying and improve the pronunciation and intonation. some students study standard spoken english with the tape recorder; finally, some students still cant speak fluent english. besides, some of the english teacher stressed the accuracy of spoken en

32、glish, and correct the mistakes whenever they made, they let the student practice the sentence pattern repeatedly. as a result, it strengthen the students' psychological anxiety, students are interest in speaking english is weakened.3. the communicative language teaching in the high school oral

33、english classroomfaced with this situation, communicative language teaching is a good way to solve these problems. communicative language teaching makes use of real-life situations that necessitate communication. the teacher sets up a situation that students are likely to encounter in real life. the

34、 real-life simulations change from day to day. students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. 3.1 the define of communicative language teachingcommunicative language teaching (clt) also called communicative approach or functional

35、approach, originated from the changes in british language teaching tradition dating back from the late 1960s. english linguist of wilkins is the founder of communicative language teaching, representative also english language educator alexander and widdowson. communicative language teaching theory i

36、s based on functional linguistics and social linguistics. stemming from the socio-cognitive perspectives of the socio-linguistic theory, it aims to make communicative competence the goal of language teaching and develop procedures for the teaching of the four skills that acknowledge the interdepende

37、nce of language and communication (richards and rodgers, 1986). the communicative language teaching aims to helping students use the target language a variety of contexts. it primary focus is to help learners create meaning rather than help them in develop perfect grammar or acquire native-like pron

38、unciation. this means that successfully learning a foreign language is assessed in terms of how learners have developed their communicative competence. since the concept “communicative competence” was first introduced by hymens in the mid-1960s, many researchers have helped develop theories and prac

39、tices of communicative. in hymens view, language was considered as a social and cognitive phenomenon; syntax and language forms were understood not as autonomous, a contextual structures, but rather as meaning resources used in particular conventional ways and develop through social interaction and

40、assimilation of others speech. therefore, speakers of a language have to have more rather grammatical competence in order to be able to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes (hymes, 1968). base

41、d on this theory, canal and swain (1980) later extend the “communicative competence” into four dimensions. in canal and swain, “communicative competence” was understood as the underlying systems of knowledge and skill required for communication. from this perspective, what language teachers need to

42、teach is no longer just linguistic competence but also socio-linguistic competence, discourse competence and strategic competence. communicative language teaching is not a single and fixed teaching model; the core content is “using language to learn” and “l(fā)earning to use language”. to sum up, the co

43、mmunicative language teaching emphasizes that one of the most important functions of language is communication; therefore, the aim of learning a language is to acquire the competence to conduct effective communication in the target language. meanwhile, the structure and the function of the target la

44、nguage should be equally treated.3.2 principles for applying the communicative language teaching in english teachingamong the numerous principles of communicative language teaching, there are two pieces of principles, which are more important in chinas english teaching.first, create more realistic s

45、ituation. the current teaching methods dont emphasize the real world situation and fail to cultivate students spontaneity. artificial conventions and mechanical question-and-answer sequences fall short of the flexible, spontaneous kind of communicative interaction required for performing a task with

46、 the context of situation relevant to the real world. such classroom teaching forces learners to talk about things that are not of their own choosing and not based on their actual needs. second, the class should be students-centered. communicative approach makes learners to be themselves and require

47、s the classroom instructor to play a secondary role, trying to keep focus on the students not on him and encouraging students to communicate among themselves. the teacher should allow full scope for his students spontaneous learning process and give more opportunities for the students to talk, perfo

48、rm and express their own ideas. in this way, the students will no longer feel inferior. gradually, they will form a positive attitude toward english studying. the role and relationship between the teacher and students are fixed by the students-centered principle. it is to say that the students are t

49、he main part in communication, while the teacher helps the students to communicate.3.3 three stages of communicative language teachingcommunicative language teaching is a good way to improve the students ability of speaking, and it is thought highly by more and more people. communicative teaching is

50、 a very complex process. the teacher can divide the students learning into three stages:in the first stage, the teacher is a sort of information - he selects material to be learned and presents it so that the students can understand it and remember it as clearly as possible.the second stage is the p

51、ractice stage. mere the students do the talking organized from cue by the teacher- this practice should be meaningful and memorable.the third stage is often omitted by many teachers. it is a production stage; they should be allowed, under the guidance of the teacher, to use the language freely, even

52、 if they make some mistakes as a result. this requires a more flexible attitude from the teachers to mistakes, if the student is constantly stopped and corrected, then eventually he will become discouraged and cease to be motivated to speak. if the students can use the language for themselves, then

53、they become aware that they have learnt something useful and are encouraged to go on learning: perhaps the most important factor is to keep up motivation in the learning process itself.3.4 the application of communicative language teaching in the high school english oral classroom communicative acti

54、vity provides opportunities for positive personal relationships to develop among learners and teachers. these relationships can help to humanize the class and to create environment that supports the individual in his efforts to learn. the application of communicative language teaching in high school

55、 english class is as follows: 3.4.1 group work in communicative activitiesthe teacher sometimes can produce a particular kind of interaction. first of all, the teacher divides the class into seven groups and offers various short-readings, and based on what they read, the students exchange their view

56、s and discuss about them, or the teachers give students listening materials and interact based on the teachers requirement. in this way, students may work in group to achieve a sense of psychological safety and cooperate to produce affective achievement. 3.4.2 role-play in communicative language teaching“role-playing” is one method of getting the students to imagine they are someone else and play that part. the teacher may use role play. in the game each student should play a certain role, a certain person under certain circum