交際法在小學(xué)英語(yǔ)教學(xué)中的應(yīng)用

1、交際法在小學(xué)英語(yǔ)教學(xué)中的應(yīng)用【論文摘要】在以信息技術(shù)迅速發(fā)展為主要標(biāo)志的當(dāng)今世界。社會(huì)生活的信息化和經(jīng)濟(jì)活動(dòng)的全球化，使外語(yǔ)，特別是英語(yǔ)越來(lái)越成為我國(guó)對(duì)外開(kāi)放和與各國(guó)交往的重要工具。從申奧到加入WTO，中國(guó)無(wú)處不需要英語(yǔ)人才，尤其是交際型的英語(yǔ)人才。然而目前外語(yǔ)基礎(chǔ)教育現(xiàn)狀，實(shí)事求是地說(shuō)，是難以令人樂(lè)觀的。在我國(guó)政府對(duì)教育的重視下，外語(yǔ)教育已取得巨大進(jìn)展，尤其是外語(yǔ)教學(xué)方法，在吸收前人理論精髓的基礎(chǔ)上不斷的創(chuàng)新與完善。但與此同時(shí)，我們也應(yīng)該看到許許多多的學(xué)生在經(jīng)歷了多年的英語(yǔ)學(xué)習(xí)之后，仍然存在“聾啞英語(yǔ)”的現(xiàn)象。作者通過(guò)探索交際法的相關(guān)理論，分析了英語(yǔ)學(xué)習(xí)者的現(xiàn)狀，并結(jié)合教材提出了一些相應(yīng)的活

2、動(dòng)設(shè)計(jì)。希望能引發(fā)廣大教師對(duì)學(xué)生交際能力的重視，共同在教學(xué)中提高學(xué)生的交際能力，摒棄“聾啞英語(yǔ)”的現(xiàn)象?！娟P(guān)鍵詞】交際法；英語(yǔ)學(xué)習(xí)者；活動(dòng)1引言11交際法的定義交際法（The Communicative Approach）又稱功能法（The Functional Approach）或功能-意念法（The Functional-Notional Approach）, 它是以語(yǔ)言功能項(xiàng)目為綱，培養(yǎng)在特定的社會(huì)語(yǔ)境中運(yùn)用言語(yǔ)進(jìn)行交際能力的一種教學(xué)法體系。它的目的是提高語(yǔ)言學(xué)習(xí)者的交際能力, 使語(yǔ)言學(xué)習(xí)中的四項(xiàng)技能: 聽(tīng)、 說(shuō)、 讀、 寫(xiě)得到進(jìn)一步發(fā)展。1.2交際法的歷史背景交際法產(chǎn)生于20世紀(jì)70年

3、代的歐洲經(jīng)濟(jì)共同體國(guó)家，以英國(guó)為中心，其一產(chǎn)生便風(fēng)靡全球，是世界上影響最大的第二語(yǔ)言教學(xué)流派。英國(guó)學(xué)者為創(chuàng)立交際法做出了杰出的貢獻(xiàn)。它的建立是人們深入研究語(yǔ)言功能的結(jié)果，它的建立標(biāo)志著在外語(yǔ)教學(xué)中人們開(kāi)始從只注意語(yǔ)言形式和結(jié)構(gòu)的教學(xué)轉(zhuǎn)向注意語(yǔ)言功能的教學(xué)。2 交際法理論基礎(chǔ)及其特點(diǎn) 2.1交際法的理論基礎(chǔ)（1）交際法的語(yǔ)言學(xué)理論基礎(chǔ)：交際能力與功能語(yǔ)言學(xué)理論（2）交際法的心理學(xué)理論基礎(chǔ)：建構(gòu)主義學(xué)習(xí)理論 2.2交際法有與其它教學(xué)法不同的特點(diǎn) (1)交際法的教學(xué)目的是培養(yǎng)學(xué)生的交際能力。學(xué)生能夠在不同的交際場(chǎng)運(yùn)用所學(xué)語(yǔ)言與不同的對(duì)象進(jìn)行有效得體的交際。 (2)交際法強(qiáng)調(diào)在課堂教學(xué)中學(xué)生是課堂的主

4、角，應(yīng)積極主動(dòng)地參與課堂活動(dòng)。教師的主要作用不再是講解語(yǔ)法知識(shí)，而是扮演學(xué)生學(xué)習(xí)促進(jìn)者(learning facilitator)，同時(shí)在不同的場(chǎng)合還扮演不同的角色，如導(dǎo)演(director)、咨詢者(counselor)、參與者(participant)等。 (3)交際法強(qiáng)調(diào)語(yǔ)言的流利性(fluency)，忽略語(yǔ)言的準(zhǔn)確性(accuracy)。課堂上教師鼓勵(lì)學(xué)生大膽開(kāi)口說(shuō)話以培養(yǎng)交際能力，而不需要急于糾正學(xué)生出現(xiàn)語(yǔ)言錯(cuò)誤，以免影響學(xué)生的思路和積極性。 (4)交際法以交際活動(dòng)為課堂主要方式，選用的材料具有真實(shí)性， 根據(jù)人們處理這些真實(shí)材料的行為方式提供豐富多彩的課堂活動(dòng)，有雙人活動(dòng)(pair

5、work)、小組活動(dòng)(group work)、班級(jí)活動(dòng)(class activity)、角色扮演(role play)、短劇(short play)、講故事(story telling)、采訪(interview)、交流活動(dòng)(interchange activities)等，讓學(xué)生在真實(shí)自然的語(yǔ)言環(huán)境中運(yùn)用語(yǔ)言知識(shí)。 (5)交際法重視對(duì)目的語(yǔ)(target language)國(guó)家文化的學(xué)習(xí)，同時(shí)注意介紹中西文化差異和培養(yǎng)跨文化交際知識(shí)，以便進(jìn)行有效且恰當(dāng)?shù)目陬^或書(shū)面交際，避免受本國(guó)文化的影響，在交際過(guò)程中出現(xiàn)理解的誤差或差異。 交際法教學(xué)是以上教學(xué)理論和教學(xué)原則為切入點(diǎn)，依據(jù)學(xué)生的接受情況，使

6、教學(xué)內(nèi)容最大限度地、適時(shí)地、恰到好處地去適應(yīng)和促進(jìn)學(xué)生的智能發(fā)展，真正作到使教法、學(xué)法、記法融為一體，使每一個(gè)學(xué)生學(xué)有所得，增強(qiáng)學(xué)生英語(yǔ)應(yīng)用能力的提高的一種有效方法。 3 英語(yǔ)學(xué)習(xí)者的現(xiàn)狀學(xué)語(yǔ)言目的在于能熟練地應(yīng)用語(yǔ)言進(jìn)行日常交際。然而，學(xué)生平時(shí)卻是有時(shí)或偶然地開(kāi)口講英語(yǔ)，而且不能隨心所欲地說(shuō)英語(yǔ)。甚至聽(tīng)不懂別人講英語(yǔ)。部分學(xué)生從小學(xué)就開(kāi)始學(xué)英語(yǔ)，學(xué)了七年八年，到目前還是似懂非懂，稀里糊涂。有人雖然筆試會(huì)得高分，但需要運(yùn)用英語(yǔ)時(shí)卻出現(xiàn)“聾子英語(yǔ)”聽(tīng)不懂和“啞巴英語(yǔ)”說(shuō)不出等現(xiàn)象。即所謂的聾啞英語(yǔ)。這不能不說(shuō)是我們實(shí)際教學(xué)中的一大遺憾。這也說(shuō)明了我國(guó)英語(yǔ)教育的現(xiàn)狀尚不能適應(yīng)我國(guó)經(jīng)濟(jì)建設(shè)和社會(huì)發(fā)展

7、的需要，與時(shí)代發(fā)展的要求還存在差距; 在實(shí)際教學(xué)中還存在許多弊端。大多數(shù)學(xué)生在講英語(yǔ)中害怕犯錯(cuò)誤，其實(shí)這也是他們口語(yǔ)學(xué)不好的癥結(jié)所在。學(xué)生擔(dān)心自己的語(yǔ)音不如人，以致怕“開(kāi)口”，怕一“開(kāi)口”就“出錯(cuò)”，羞于“開(kāi)口”。其實(shí)，犯錯(cuò)誤是語(yǔ)言學(xué)習(xí)過(guò)程中必然產(chǎn)生的現(xiàn)象。杜雷和貝特（Dulay and Burt）說(shuō)：“不犯錯(cuò)誤是學(xué)不會(huì)語(yǔ)言的?！币蚨鳛榻處?，應(yīng)明確地向?qū)W生指出，學(xué)語(yǔ)言不存在對(duì)與錯(cuò)，只要能說(shuō)出來(lái)，意思讓人家明白就可以了。當(dāng)然在交流中，應(yīng)盡量避免全局性的錯(cuò)誤，即會(huì)造成交際過(guò)程中誤解的錯(cuò)誤。至于局部的錯(cuò)誤，隨著語(yǔ)言學(xué)習(xí)的發(fā)展，自然會(huì)逐步解決。學(xué)習(xí)者只有在不斷的犯錯(cuò)誤中語(yǔ)言能力才能得以提高，才能把

8、語(yǔ)言學(xué)好。教師在課堂教學(xué)中，對(duì)學(xué)生所犯的部分小錯(cuò)誤不要過(guò)于看重、刻意指出，或當(dāng)眾當(dāng)面提出，久而久之，會(huì)極大地挫傷學(xué)生講英語(yǔ)的積極性，使他們縮頭縮尾，不敢開(kāi)口講，或隨心所欲地講英語(yǔ)。這給他們?cè)趯W(xué)英語(yǔ)時(shí)造成極大的障礙，不利于他們口語(yǔ)的提高。作為教師，必須注意到這方面的負(fù)面影響。4 交際教學(xué)法在口語(yǔ)教學(xué)中應(yīng)處理的三對(duì)主要關(guān)系 4.1師生關(guān)系交際教學(xué)法強(qiáng)調(diào)的是學(xué)生的口語(yǔ)表達(dá)能力的提高。作為一名教師, 他是課堂組織者。而作為一個(gè)學(xué)生, 他是教學(xué)活動(dòng)的主體, 教學(xué)信息的反饋者?？傊浑H教學(xué)法口語(yǔ)教學(xué)的實(shí)施過(guò)程中是教師和學(xué)生、學(xué)生和學(xué)生之間的相互依賴、 相互幫助、 相互促進(jìn)的過(guò)程。4.2準(zhǔn)確性與流利性傳統(tǒng)的

9、教學(xué)相對(duì)交際教學(xué)法來(lái)講, 更加側(cè)重語(yǔ)言的準(zhǔn)確性。教學(xué)過(guò)程中, 教師時(shí)時(shí)監(jiān)控學(xué)生的語(yǔ)言準(zhǔn)確性, 遇到學(xué)生口語(yǔ)上的錯(cuò)誤, 馬上幫助學(xué)生改正。長(zhǎng)期如此會(huì)讓學(xué)生有所顧慮, 甚至每位學(xué)生在說(shuō)話之前會(huì)先考慮好自己要講的內(nèi)容, 然后表達(dá)出來(lái), 而不是所謂的脫口而出, 自由地交談。因此, 過(guò)分強(qiáng)調(diào)語(yǔ)言的流利性將會(huì)妨礙語(yǔ)言的自然使用。只有完整地使用語(yǔ)言來(lái)完成互相之間的交流才算是真正的交際。因此交際教學(xué)法在英語(yǔ)口語(yǔ)教學(xué)中要處理好學(xué)生語(yǔ)言的準(zhǔn)確性和流利性之間的關(guān)系。要做到在確保學(xué)生語(yǔ)言的流利性的基礎(chǔ)上, 通過(guò)一定的語(yǔ)言知識(shí)的學(xué)習(xí), 達(dá)到學(xué)生使用語(yǔ)言的準(zhǔn)確性。4.3學(xué)得與習(xí)得英語(yǔ)口語(yǔ)教學(xué)有別于其他如語(yǔ)法和閱讀等的教學(xué)

10、。學(xué)生可以通過(guò)學(xué)得掌握一些語(yǔ)言知識(shí), 但是并不表示學(xué)生能夠流利地把語(yǔ)言知識(shí)用口語(yǔ)表達(dá)出來(lái)?？谡Z(yǔ)的提高更重要的還是要依賴一定的語(yǔ)言環(huán)境, 并在語(yǔ)言環(huán)境中進(jìn)行長(zhǎng)期的演練。如通過(guò)課堂上師生之間的對(duì)話交流或者課外通過(guò)參加英語(yǔ)角等活動(dòng), 讓學(xué)生獲得更多一點(diǎn)的語(yǔ)言輸入, 鼓勵(lì)學(xué)生在潛意識(shí)上對(duì)語(yǔ)言的習(xí)得。 5 交際法在英語(yǔ)教學(xué)課堂上的活動(dòng)設(shè)計(jì)5.1 Activity1 A Field Trip1. Teaching materials: Textbook :PEP Book6 Subject: Unit6 A Field Trip2. Teaching Aims : Be able to listen, r

11、ead and write the phrases: counting insects, collecting leaves, writing a report, playing chess, having a picnic.3. Teaching preparation: Tape,recorder,vocabulary card,leaves,chess.4. Teaching Steps:Step1 Warm-up(1) Greetings: E.g.: hello! How are you? What are you doing? (2) Revision: Make phrases

12、with the giving words:E.g.: make make friendstake, make, do, catch, pick up, watch, play, have, writeLook at the pictures and make a short dialogue: five pictures of A Lets learnStep2 Presentation and practice(1) T(according to the picture from the book): Where are they? Are they at school? Oh! They

13、 are going on a field trip. Lets go on a field trip, too. OK? Ss: OK! T: But first we must know the weather. Lets look at the weather report:(Show the weather report: Oh! It says its sunny today. So we can go on a field trip. To learn the word: report, writing a report.(2) T: Oh! Its time to go. But

14、 I want to know how many boys and girls? Who can help me to count the boys and girls? xx, can you help me to count how many boys and girls ?S1: Yes. (Then begin to count.)T: What is she doing? She is counting the boys. (Ask S1) How many boys?S1: There are _.T: Now please count the girls. (Ask the wh

15、ole class) What is he doing? （leading the students to speak）He is counting the girls. (ask S2) How many girls?S2: There are _.To learn the word: count, counting the boys / girls. Then make phrases with “count”.(3) Ok! Lets go! Oh! Look! Who are those two girls? What are they doing? Are they counting

16、 insects?Ss: No, they arent. T: What are they doing then? Oh, they are having a picnic.To learn the phrases “having a picnic”.(4) Lets say hello to them. OK. Lets go. (show a picture of a woods) Wow! So many colorful leaves. Lets pick up the leaves. Ok. I picked up a lot of leaves. I like this (then

17、 put the leaves into a book)Ask: What am I doing? Im collecting leaves. (Repeat)To learn the phrase: collecting leaves.(5) Show chess: Look! This is chess. Can you play it? Can you play chess?Ss: Yes, I can.T: If we play chess, how many people at least?Ss: Two.To learn the phrase: play chess.Practic

18、e:(1) Show the whole picture one minute to let the students remember the picture. Then ask some questions about the picture and check the answer.(2) Lets play: One student make a sentence according to the phrase, the next one do the way according to another phrase,others do the same way,and the last

19、 one sayis writing a report.(3) Continue follow the last part_ is writing a report. Can you write a report, too? Ss: Yes, we can. T: Now youre going on a field trip. You can play in your group. One student write a report, the others do the action. You can write the report like this:Date: Where:whodo

20、inggive the students three minutes)(4) Say the report.(5) Pronunciation.5. Homework(1) Read and remember the words with your classmates.(2) Copy the words in Book A.5.2 Activity 2 Welcome Back to School1. Teaching materials: Textbook :PEP3 Subject: Unit1 Welcome Back to School2. Teaching Aims :(1) B

21、e able to understand and say: We have a new friend today. Im from. Welcome!(2) Be able to introduce yourself to others.(3) Improve Ss intercourse abilities.3. Teaching Preparation:The international flag of America CanadaChina. 4. Teaching Steps:Step1 Warm up (1) Sing a song “Good morning” (2) Greeti

22、ngs. (3) Free talkTeacher: Good morning, boys and girls. Welcome back to school. Nice to meet you again! Students: Nice to meet you, too. Teacher: Hi, girl. My names Wendy. May I have your name? Student A: Sure. My names Teacher: Hi, Welcome back to school!Step2 Presentation and practice. (1) Contin

23、ue the Free talk to lead in: Teacher: Look! I have a new book! Do you have a new one? Student: Yes.I have a new book. Teacher: This is a new book. That is an old book. Teacher holds the book: I have a new book. ( Teacher writes down it on the blackboard.) Students read after Teacher. Teacher: I have

24、 a new book. What do you have?Students: I have a new book./ pencil./ pen. Teacher: How nice! Great! Practise in pairs: Student a: I have a new book. Student B: Great!/ Me too Teacher: Boys and girls. Look! We have a new friend today!Lets welcome! Student C: Hi! Im Amy. Teacher: Amy! Welcome again! S

25、tudents: Welcome. Teacher: We have a new friend today!(Teacher writes down it on the blackboard) Teacher: “We” means you, you, he, she and I, everyone! You know, Whats the meaning of “we”? Students: 我們。 Teacher: We have a friend. Students: We have a friend. Teacher: We have a new friend. Students: W

26、e have a new friend. Teacher: We have a friend. We have a friend. We have a new friend. Sing it: We have a new friend. We have a new friend. Amy is, Amy is. We have a new friend. We have a new friend. Amy is, Amy is. (2) Im from Teacher: Amy! Where are you from? Im fromStudent: Im from America. Teac

27、her: OH, youre from America. Teacher shows the international flag of America: Im from America. Students: Im from America Teacher hands it to a student: Where are you from? Student: Im from America/the USA. Teacher shows the international flag of China: Im from . Student: China. Teacher: Im from Chin

28、a. Teacher teaches Canada/England as above. Game: Im from(Flap the flies) Student A: Im from Canada. Student B & Student C touch the flag and the word of Canada : Im from Canada.Step3 Consolidation & Extension. (1) Teacher: If in the real situation, you can say Im from Hangzhou. Im from Huzhou. Then

29、 the teacher makes conversations with studentTeacher: Where are you from? Student: Im from Hangzhou. (2) Text Watch the VCD. Read after the tape.(3) Act it in front of the class.Step4. Assessment.(1) Teacher explains the meaning of the task. (2) Students read the conversation again.5.3 Activity 4 A

30、situation of shopping 1. Teaching materials: Textbook: PEP3 2. Teaching aims (1) Be able to understand and say: How much is it? (2) Be able to use the sentences had learned to make a situational conversation (3) be able to understand and say the new words：purple, size.(4) Improve Students intercours

31、e abilities.3. Teaching Preparation a sweater , all kinds of writing materials, food, clothes, toys, and fruit. 4. Teaching Procedures:(1) Pre-reading:Greetings: Teacher: Good morning, boys and girls. glad to meet you.Students: good morning. Mrs. Ii (2) While-reading: Step1：The teacher teach the new

32、 words: size; purple. Students read after the teacher again and again.Teacher teaches student the conversation in the book. Step2:The teacher give the situation, then ask the students to make conversations. This is a group of students words.Student A: You know, Im new here. I thought it would be hot

33、 in here. But today it is cold. Im just in a blouse. Now Im feeling a little cold. So I want to go shopping and buy some warm clothes. What am I going to buy? What do I want? Now，lets make a situation about buying clothes. Im consumer, and Student A,you are the shop assistants. OK?Student B:OK.Can I

34、 help you ?Student A: I want a sweater , sir.Student B: How about this one?(the student B show a big one )Student A: I think its too big.Student B: How about this one ?(the student B show a small one )Student A: Its too small. What do you think ?Student C: Its too small.Student B: How about this one ?( the student A show a sut