英語論文模板(格式)

1、精品文檔On Extra-curricular Activities and Cultivation ofEnglish Communicative Ability of College StudentsApplicant: XXSupervisor: XXFaculty:XXXMay 10, 2008XXX University1 歡迎下載 。精品文檔Contents摘要 iiAbstract iii 1.Introduction 11.1 The Significance ofTopic 11.2 ResearchMethods2 2 2.A.me1rican Scholar- Alan

2、Andean &Weir about RolePlay II2. The2o.3ryRelated3StudiesResea.r.c.h32.31.R.es1earches2.1 LinAgburoisatidc.sRation.a.l.e3.232.R. es1earches in2C.h1i.n1aT.h.e.o.r.y.o.f.C.o.m.m.u.n.i.c.a.t.i.v.e.C.o.m.p.e.t.e.n.c.e.b.y.DH .H.y.m.e.s33. Presenta23ti.o21n.32oTCfthLheTeoirEnyntoghfleisCUhosmemouf nE

3、incgaltisvhe OCuotm-opfe-ctelanscse by Canale & SwainActivities Teaching .24. Out-of-class Activities and Cultivation of Communication42.1.3 Theory of Communicative Competence byAbility 34.12 TChuBerareDcnhrtamSwaibtnua.a.c.t.ki.os.n.o.fo.fT.Cr.a.o.d.l.ilte.i.og.ne.a.S.l.tT.u.e.d.a.e.c.n.h.t.si.

4、n.g.2-of-i12144.1 The Role of Out-of-class Activities in Training of cClaosmsm uLneicaaOtiuotnrning 24M.e32thTAohndeasolyr.se.i.ts.i.c.o.a.n.l.Bt.h.a.e.s.iC.s.ao.uf.st.he.es.f.o.r4 74A.b5iliAtyS.u.g.g.e.s.t.e.d.F.r.a.mework for Strategy 3TSP.otr2uopdbMicyleo.m.d e.s.r n I n t e r.e s t T e a c h i.n

5、 g1 18 .4C.L42TC.a.4.r.r5.y.i.1n.g.O.u.t.t.h.e.O.u.t.-.o.f.-.c.l.a.s.s.A.c.t.i.v.i.t.i.e.s.in.S.c.ie.n.t.i.f.i.c.a.n. d4EffectiveWay I32n.t2r.o1.d.PD.u.cie.at.fi.gio.n.en.i.t.'i.sonof9.TC.hL.eT.o.r.y1 1.452A.n.O.4.u.t-2of-class English Learning3C.e2n.2teTrhe.C.o.n.t.e.n.t.a.n.d.S.u.b.s.t.a.n.c.e

6、.o.f115. CLT 5Conclusion.2.歡迎下載.。 .Bibliography精品文檔AbstractAmerican society linguist Dwell Hymes thinks: Communicative competence not only includes the understanding and grasp to a form of language, but also includes the understanding and mastering in when and where, and how and to whom to use langu

7、age appropriate form of the communication systems of knowledge. As an extension of the classroom, out-of-class activities play a vital role in improving thecapacity of college English communication. It can create communication situation, so that students can bring full play with initiative and creat

8、ivity.Improve thecommunicative ability and develop the quality of the students comprehensively. From the perspective of Applied Linguistics, this essay tries to study the idea and practiceof English activity course in college school, for the purpose of fostering studentsinterest in English communica

9、tion ， improving their English language ability, giving full play to their individuality and specialty and developing their thinking ability aKnedy words: college students, communicative competence, learning strategies, cooumt-omf-ucnlaicsasting ability. Finally, in order to improve the college stud

10、ents' activities learningstrategy, the essay will provide a suggested framework for strategy training based on the results of this investigation.1. Introduction1.1 The Significance of TopicEnglish is the international language of the common. In order to learn advanced scientific knowledge in the

11、 developed countries, to strengthen economic trade with all countries, the importance of English is easily obvious. However, the teaching methods and teaching effectiveness of our schools in China are worrisome. In the recent years people usually think the English condition of Chinese students as mu

12、te English一deafEnglish II T.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 to make dialogue, can not understand when the Britain and the Americans speak. The reason is that the exam-oriented educat

13、ion can cultivate students who are only good at examinations, overlooking to raise their overall quality. Out-of-class English learning may enable them related knowledge, further their skills.1.2 Research MethodsThe main methods for the study are insisting on combining the theory with practice and w

14、idely referring to the domestic and foreign literature material. On the basis of this analysis and research, some regular understandings are to be summarized. Put forward proposals to improve.2. Theory Research2.1 Linguistics Rationale2.1.1 Theory of Communicative Competence by D. H. HymesIn 1972, H

15、ymes delivered a speechentitled Oncommunicative competence I put communicative competence II as a highly complex system of the knowledge and skills. It can be summarized as a person asbility to use the language. It mainly 1# 歡迎下載 。精品文檔includes four aspects: grammaticality, acceptability, appropriate

16、, and actualoperational. The communicative competence is including a person's language knowledge, society cultural knowledge, literary knowledge, cognitive capacity, emotion factor and other knowledge. Therefore, foreign language teaching's duty cannot merely confine to the instruction of la

17、nguage knowledge. His-Oncommunicative competence II theory has provided the theory basis for communicative language teaching.2.1.2 Theory of Communicative Competence by Canale & SwainIn the 1980s, Kanami and Swindon theory of communicative ability enriched the theory of Hymes. They think that co

18、mmunication capabilities include: Grammar ability, social language skills, discourse competence and strategy ability. The practice has proved that their theory is the guiding of the language teaching and standard of the testing programmatic.2.1.3 Theory of Communicative Competence by BachmanOn the b

19、asis of various theories, Bachman concluded and proposed the theory of communicative language ability. He believes that communicative language ability is composed of three parts: language competence,strategy ability and psychological mechanism capacity. Apart from enriching exposition of the languag

20、e ability, the strategy will be in the capacity as an independent part of the languageskills.Andexplain the relative importance of implementation factor.2.2 Theoretical Basis of the Topic2.2.1 Piaget's TheoryConstructivist learning concept proposed that knowledge is not simply to be taught by te

21、achers, but to be learned by each student in a certain situation (social and cultural background).Students can obtain knowledge and information by making use of other people, using the necessary learning materials through interpersonal 2 cooperation, and taking the initiative to construct meaning. T

22、herefore, the "situation","collaboration" and "conversation" and "constructing meaning" are the four elements in the learning environment.2.2.2 American Scholar-Alan Andean&Weir about“ Role Play Roleplay teaching model will simulate the process of contact

23、between members of the society. Students through the way of consultation, study each kind of academic knowledge, in order that they can solve the social problem effectively in the future.2.3 Related Studies2.3.1 Researches AbroadThe overseas studies on out-of-class activities may trace to the Plato

24、andRousseautime. Plato is the renowned philosopher in ancient Greece.He advocates thechild play-ground educational mode. That is the prototype of extraactivities. By the time of French Enlightenment and Rousseau (18th century), "direct curricularexperience" has received wide acceptance. Ro

25、usseau stressed "outside world without books, no materials other than the facts", 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- Dewey's Chicago experi

26、mental school, has founded. With 1896-1903 Dewey Chicago experimental courses in school activities the United States began to criticize the traditional courses. Instead of it are the out-of-class educational activities. These activity courses are based on the pragmatism, lasted more than 50 years in

27、 American schools, and their affects are2.3.2 Researches in China profound and widespread.In our country, no matter what stage,thesecourses have different names, for example, out-of-class activities, the second classroom, class activities, integrated social practice and so on. The process of changes

28、 is closely related to our theoreticalcoursesis closely relatedstudy courses.In history, the development o3f activity progress and reform and guiding rules of the government.3. Presentation of the English Teaching3.1.1 The Drawbacks of Traditional Teaching MethodsReviewing the traditional English te

29、aching method, in the past decades we have indeed made the very big progress.But with social progress and development, its shortcomings are also increasingly revealed.First, because the Chinese test system is imperfect, the traditional English teaching method is just an examination-oriented educatio

30、n model. In this teaching, evaluation of English level is to see the scores.This causes many studentsto get a high score, but they can not communicate with people using English. Secondly, in the traditional English teaching, teacher is the leader, takes the most important part in theclassroom. The t

31、eacher stands on the platform proposing the questions, analyzing and explaining them, grasping the entire teaching process. And the student is just passive audience, understandsthe content passively, and records the massive notes. Such teaching method does not have interaction; hardly train student

32、cosmmunicativeability and language ability. Third, in teaching, to stress the accuracy of knowledge, teacheSros usstuadlelyntussehaCvheineveserytoliettxleplaoinp.portunity to communicate usingEnglish.Obviously, the traditional English teaching is knowledge-based.Compared with the language plastic fu

33、nction, it pays more attention to the form of language and thegrammatical function, rather than raises the communication and utilization ability of it. 3.2 Modern Interest Teaching CLT3.1.2 Definition of CLTThe content of communicative language teaching is mainly on the language functions. Emphasis

34、carries on language teaching in the real scene, advocating teaching processto socialization, and cultivating the ability of application, studying49 歡迎下載 。精品文檔for the purpose of application. While prominent communicative languageteaching, auxiliary by some grammar, translation, sentence and so on, is

35、 based on the goal to promote the culture language communicative competence.The core of communicative language teaching is to put the teaching process as a process of communication. The basic principles of teaching may be summarized:The language is the information carrier, is the tool of communicati

36、ons. The language teaching must realize communication through each kind of activities.Language utilization's smoothnessis more important than accuracy. Making mistake is natural and inevitable; we may correct them gradually in the learning process.Students should take the main part in teaching p

37、rocess. The teacher must stimulate the students' enthusiasm and initiative participation; make students enhance communication ability in the language utilization. Communicative language teaching advocated the fully participation of the students.Teacher'sduty is to provide andcreate the real

38、human relations scene,enablestudentsto utilize the languagefreely and initiatively.3.1.3 The Content and Substance of CLTThe purposeof the communicative languageteaching is to cultivate students' communication ability. It thse heuristic method of teaching. Induce the studentstospeak English bold

39、ly. Provide as much as possible drill opportunities for students. But it does not mean that the communicative language teaching only pays great attention to the oral English, repelling the grammar teaching. The cultivation of communication capability should manifest in the form of four aspects of li

40、stening, speaking, reading and writing. Indeed, in communicative language teaching, some teachers pursue the spoken language simply, no matter whether the students can follow and understand or not. As a result the majority of students only learn some spoken languages, butthe knowledge study is not s

41、olid, and polarization appears obviously. This indicates that these teachersdo not understandthe communicative language teaching rightly and completely.111 歡迎下載 。精品文檔In the teaching, listening, speaking, reading, writing is inalienable and relatedclosely. They are interactive with each other. The te

42、acher should help student getknowledge, rather than instill it into the students. There have been interactionsbetween t3e.a2c.3heCrLsTanindthestuUdseenotsf.ETnhgeliysh sOhuotu-oldf-cclaososrdinate closely, complete the ActivitiesinstrucAticocnotrodginegthetro. students' major character and emplo

43、yment need, make sure student's understanding domain, emotion domain and skill domain, and then carry on the goal stipulation in detail. Arrange the out-of-class activities content, thus establishEnglish out-of-class activities target system. And the process of teaching is theprocessin which tea

44、chers and studentsinteract with each other. The teacher should give studentsenough free spaceto display, do not criticize them eagerly, point out mistakes, make the summary or decide the answer. This may avoid students being discouraged, but cause them to have the sense of achievement, form the inte

45、rests in the communicative activities. The expression of studentsis limited; teachers should adopt various means to enable students to have sufficient information added, and quickly change into actual communication ability. In addition, the design of English4. tO-ouf-tc-loafs-sclaacstisvitAiecstivis

46、itdieivsearsnifdiedC.uIlttivcaantiomnaokef Cteoacmhmerustnoictaetaicohn tAhrboiuligtyhplaying, ability. It can consolidate and strengthen the classroom knowledge, so that thecause4t.h1eTshtuedRenotletoobf eOcuotm-oef-tchlaestsruAlycitnivditeiepsenindeTnrtalienainrngeorfgCraodmumalluyn. icationAbilit

47、yOut-of-class activities are an effective way to develop communicativecompetence. The classroom instruction and the out-of-class activities aretwoimportant constituents in the foreign language teaching system. The foreign languageclassroom instruction is the basic teaching form, plays the leading ro

48、le. However, itis6undeniable that out-of-class activities play an active role in cultivating9 歡迎下載 。communicativeknowledge can be improved further through out-of-class activities. The theme ofextra-curricular activities can be combined with classroom teaching. Theyinfiltrate mutuaAllys, wtehekngolwo

49、s，saEryngislisrhelaletaerdntinog cislanssortoroemstrsicutbejdecint, cthlaesssentenceand， laanngduoaugte-of-classlearningsynthesis utilization ability which could be improved gradually in the is alsoTahevegroyailmopfofrotarenitgpnarlta.nEgsupaegceiaellxytrfao-rccuorlrliecguelasrtuadcetinvittsie, sthi

50、esirjuclsatsstotime is practiceenhoafncethe veryaoubitl-iotyf-colafssstaucdteivnitise'sla. nguage communication. These hot topics of life as well limited, so their English learning has to depend on their out-of-class learning.asAs various practices, with the real natural language environment, co

51、uld arouse students'pointed out by professor Zhe, from Beijing University, there are only 288study enthusiasmand display their intelligence. Let studentsstudy and consolidate classEnglish in each kind of activities, enhancetheir foreign language communication periods for college students, while

52、language learning is arduous work. Class time is skillsss.4.2 Current Situation of College Students-o f-clOutass Learningvery limited, so we should teach students how to learn English rather than teachEnglish. As we know, to a great extent, their English proficiency dependson theirown learning. Comp

53、ared with in-class learning, out-of-class learning is particularlyimportant. It has its unique advantages: first, there is plenty of spare time to exploitfor learners, which is the crucial condition for successful learning;second,out-of-class learning can provide learners real world practice. Additi

54、onally, they can help learners broaden their scope of vision and cultivate their learning ability. But fora long time, influenced by our traditional teaching and learning, college students out-of-class learning is far from being satisfactory. The disordered phenomenainlearning are very serious, exac

55、tly, most college students just learn Englishblindly7according to their own interests, lacking systematical learning plan. Especially, for10 歡迎下載。the精品文檔freshmen and second-year students, they are often free at beginning and busy when an examination is coming, so their out-of-class learning is often

56、 at will and loose. That is to 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 on the teachers and the textbooks and not accustomed to the learning situation without homework.On the other h

57、and, to our disappointment, facing this serious situation, thecolleges and the teachers don t carry out effective measures to organize and directthestudents -outof-class learning. The phenomena become a big barrier for learners topromote their English proficiency. Therefore now, changing this unfavo

58、rable situationbecomes an urgent task.out4.3 Analysis on the Causes for ProblemsAfter you have learned the current situation of the college students -of- classlearning, I think you t help askingt the whacause for this seriouscansituation is. Ofcause,the reasonsare various. Taking the college students features of out-of-classlearning into consideration, we find that the basic cau