內(nèi)蒙古師范大學(xué)

/內(nèi)蒙古師范大學(xué)期末課程作業(yè)中文題目：交際教學(xué)法與大學(xué)生口語(yǔ)教學(xué)英文題目：OntheCLTintheTeachingofOralCollegeEnglish姓名：張洋學(xué)號(hào)：20114004037學(xué)院：外國(guó)語(yǔ)學(xué)院專(zhuān)業(yè)班級(jí)：外國(guó)語(yǔ)言及應(yīng)用語(yǔ)言學(xué)2011級(jí)指導(dǎo)教師：武海燕職稱(chēng)：教授完成日期：2012年2月4日ContentsTOC\o"1-2"\h\z\uContents iAcknowledgements iii摘要 ivABSTRACT vChapter1Introduction 11.1BackgroundInformation 11.2SignificanceoftheStudy 2Chapter2Literaturereview 32.1OverviewoftheTheoryofCommunicativeCompetence 32.2TheTheoryofCommunicativeLanguageTeaching 32.2FeaturesofCLT 42.3TherolesofteacherandstudentsinCLT 4Chapter3ChapterThreeResearchDesign 63.1ResearchQuestions 63.2Instruments 63.4Subjects 63.5Procedure 6Chapter4ResultsandDiscussion 74.1ResultsfromtheQuestionnaires 74.2Discussion 7Chapter5PedagogicalImplications 95.1RecognizingSocial,CulturallyDiverseFactors 95.3Teachers’ProfessionalDevelopment 95.4SomeSuggestedClassroomActivities 9Chapter6Conclusion 116.1MajorFindings 116.2LimitationsandFurtherStudy 11Bibliography 13Appendix 14

AcknowledgementsInpreparationofthiscoursework，Ioweagreatdebtofthankstoallthepeoplewhohavebeeninhelpanyway.IshouldthankProfessorWuHaiyanforherlecturesthatIattendedduringthissemester.AndforherinsightfultutoringwhenIwasinclass.Lastbutnotleast,Iwishtothankmyparentsfortheirassistanceandencouragement

摘要在語(yǔ)言教學(xué)中，交際法的誕生可以追溯到上個(gè)世紀(jì)60年代末。交際法，顧名思義，就是把提高學(xué)習(xí)者的語(yǔ)言交際能力看作為語(yǔ)言學(xué)習(xí)的最終目的。這一觀點(diǎn)受到了眾多語(yǔ)言學(xué)研究者，尤其是語(yǔ)言教師的青睞，并被廣泛運(yùn)用于外語(yǔ)教學(xué)的各個(gè)層面，對(duì)外語(yǔ)的教與學(xué)產(chǎn)生了深遠(yuǎn)的影響。隨著中國(guó)改革開(kāi)放的深入，中國(guó)的傳統(tǒng)教學(xué)法已經(jīng)越來(lái)越不能滿足英語(yǔ)專(zhuān)業(yè)學(xué)生對(duì)外語(yǔ)學(xué)習(xí)的交際要求。因此交際法自20世紀(jì)70年代末傳入中國(guó)后，立刻引起了各界的廣泛關(guān)注。本文旨在通過(guò)借助交際教學(xué)法來(lái)探求一種新的口語(yǔ)教學(xué)模式，從而達(dá)到改善大學(xué)生口語(yǔ)能力的效果。本文從分析英語(yǔ)教學(xué)的現(xiàn)狀入手,論證了交際教學(xué)法在英語(yǔ)教學(xué)課堂中實(shí)施的重要性,并以口語(yǔ)教學(xué)為例,探討如何在課堂中實(shí)施交際教學(xué)法.整理嘗試著在教學(xué)中運(yùn)用交際法理論來(lái)指導(dǎo)具體的教學(xué)工作，對(duì)運(yùn)城學(xué)院英語(yǔ)專(zhuān)業(yè)學(xué)生進(jìn)行教學(xué)試驗(yàn)，取得了一定的成就。在此實(shí)踐基礎(chǔ)上，整理對(duì)交際法進(jìn)行了較為系統(tǒng)的分析和總結(jié)，初步摸索出一套適用于大學(xué)生口語(yǔ)教學(xué)的方法。實(shí)踐結(jié)果表明交際英語(yǔ)教學(xué)法框架層次分明，可操作性強(qiáng)，注重語(yǔ)言的意義和形式，讓學(xué)生在交際的過(guò)程中自然習(xí)得語(yǔ)言，在教學(xué)實(shí)踐中深受學(xué)生的歡迎，由此可見(jiàn)交際教學(xué)法在提高大學(xué)生口語(yǔ)能力方面是可行的。關(guān)鍵詞：交際教學(xué)法；交際活動(dòng)；大學(xué)英語(yǔ)口語(yǔ)教學(xué)

ABSTRACTInlanguageteaching,theoriginsoftheCommunicativeLanguageTeachingcanbedatedbacktothelate1960s.Asitsnameindicates,theCommunicativeLanguageTeachingviewslanguagelearningasameansmainlyforcommunication.Thisideaappealstothosewhoseekamorehumanisticapproachtolanguageteachingandhasbeenwidelyemployedatalllevelsofforeignlanguageteachingandlearningsincethen.Likewise,theCommunicativeLanguageTeaching,sinceitsfirstintroductionintoChinaattheendofthe1970s,hasalsoexertedprofoundinfluenceonEnglishteachingandlearninginChinawhentraditionalteachingmethodswerenolongerconsideredappropriateforachievingEnglishmajor’communicativecompetence.ThispaperattemptstoprobenewspokenEnglishteachingpatternthatbyemployingCommunicativeLanguageTeaching(CLT)inimprovingEnglishmajors’oralproficiency.AnditprovestheimportanceofimplementingtheCLTinEnglishclassroomteachingbyanalyzingthecurrentsituationofEnglishteaching,andtakesspokenEnglishteachingasanexampletoprobeintohowtoimplementtheCommunicativeLanguageTeachingintheclassroom.TheauthorhasbeenstudyingtheapplicationoftheCommunicativeLanguageTeachingtoimprovetheoralproficiencyforEnglishmajorsforonesemester.Therearesomesatisfactoryfindings,whicharesuitableforthestudentsofEnglishmajors,suchas:theCLThasstraightforwardFramework,CLTiseasytohandle,CLTemphasizesmeaningandformaswell,CLTencouragesstudentsacquirelanguageincommunication,andthatCLTasapracticalandeffectiveapproachispopularamongstudentsofEnglishmajors.Keywords:CommunicativeLanguageTeaching;communicationactivities;oralcollegeEnglishChapter1Introduction1.1BackgroundInformationInthelastfewdecades,EnglishlanguageteachershaveemployedvariousteachingmethodologiesinaccordancewiththedevelopmentofthelanguageeducationandtheyhavemademuchprogressinEnglishLanguageTeaching(ELT).However,theteachershavebeenfocusingmoreonthegrammaticalandstructuralaspectsofthelanguagethantheuseofthelanguagesothatEnglishLanguageTeachinginChinahasbecomelesseffectiveandmoretime-consuming.Inordertoalterthisdefectivesituation,ChineselinguistsintroducedanewteachingapproachtoEnglishLanguageTeachingwhichwasreferredasCommunicativeApproach,orsimplyCommunicativeLanguageTeachingwhichhasbeenundertherelentlessrefinementanddevelopmentbylinguistsandeducatorsnowadays.ThemethodologyofCLTwhichwasintroducedinChinainthe1980’shasmademuchimpactonEnglishlanguageeducation.Nonetheless,thetheoryofCLTincludingtheconceptofcommunicativecompetencecouldnotbecompletelyunderstoodbysometeachers,andmanyproblemsincludingtherestrictedteachingconditionsandtraditionalattitudesandrelationshipsbetweenteachersandstudentsledtothefailureoftheexpectedachievementofCLTinEnglishLanguageTeaching.SincetheMinistryofEducationwhichisthesectionofthegovernmentinchargeoftheeducationpolicyofthenationadvocatedthenewCollegeEnglishSyllabusin1991,someEnglishteachersfornon-EnglishmajorshavebeguntopracticetheteachingmethodologythatemphasizestheactualuseofthelanguageforcommunicationastheultimategoalofEnglishLanguageTeaching.Therefore,muchconcernhasbeenplacedontheadoptionofCommunicativeLanguageTeachingwhichremindsteachersandstudentsintheuniversitiesthatthegoaloflearninglanguagesisnotonlytoknowthem,butalsotousethemforcommunication.YunchengUniversityisoneoftheuniversitiesinChina.Thereareaboutsixthousandnon-Englishmajorstudentswhoentertheuniversityasfreshmeneachyearandthereareonlyaboutonehundredteacherswhoteachnonmajorstudentsintheuniversity.Mostoftheteachershavegotusedtothetraditionalteachingmethodsthatteachersplaythedominatingrolesinthelargeclass.WiththereformofCollegeEnglishTeachinginChina,theteachersinYunchengUniversityhavebecomeawareoftransformingthetraditionalmethodswhichfocusonlinguisticlanguageandimpartmentoftheknowledgetothecommunicativemethodswhichaimatcultivatingstudents’1.2SignificanceoftheStudyTheresearchisexpectedtoenlightenEnglishteachersonhowtofostercommunicativecompetenceinstudentsandwhethertoimplementCommunicativeLanguageTeaching(CLT)infurtherEnglishteaching

Chapter2Literaturereview2.1OverviewoftheTheoryofCommunicativeCompetenceCLTresultsfromatheoryoflanguageascommunication.ThegoaloflanguageteachingistodevelopwhatHymes(1972)referredtoas“communicativecompetence”.HymescoinedthistermtocontrastacommunicativeviewoflanguageandChomsky’stheoryofcompetence.Hymes’theoryofcommunicativecompetenceisadefinitionofwhataspeakerneedstoknowinordertocommunicatecompetentlyinaspeechcommunity.Hebelievesthataslanguageusersspeakorwrite,theymakefourkindsofjudgments:(1)Whether(andtowhatdegree)somethingisformallypossible;(2)Whether(andtowhatdegree)somethingisfeasibleinvirtueofthemeansofimplementationavailable;(3)Whether(andtowhatdegree)somethingisappropriate(adequate,happy,successful)inrelationtoacontextinwhichitisusedandevaluated;(4)Whether(andtowhatdegree)somethingisinfactdone,actuallyperformed,Andwhatitsdoingentails(Hymes,1972:281).2.2TheTheoryofCommunicativeLanguageTeachingBasedontheconnotationofcommunicativecompetence,acorrespondingteachingapproach,CA,orCLTcomesintobeing.DifferenttheoristshaveoffereddifferentdefinitionsofCLT.Sinceitisdifficulttosynthesizeallofthevariousdefinitions,forthesakeofsimplicityanddirectness,H.D.Brown(1994)offersthefollowingfourinterconnectedcharacteristicsasadefinitionofCLT.(1)Classroomgoalsarefocusedonallofthecomponentsofcommunicativecompetenceandnotrestrictedtogrammaticalorlinguisticcompetence.(2)Languagetechniquesaredesignedtoengagelearnersinthepragmatic,authentic,functionaluseoflanguageformeaningfulpurposes.Organizationallanguageformsarenotthecentralfocusbutratheraspectsoflanguagethatenablethelearnertoaccomplishthosepurposes.(3)Fluencyandaccuracyareseenascomplementaryprinciplesunderlyingcommunicativetechniques.Attimesfluencymayhavetotakeonmoreimportancethanaccuracyinordertokeeplearnersmeaningfullyengagedinlanguageuse.(4)Inthecommunicativeclassroom,studentsultimatelyhavetousethelanguage,productivelyandreceptively,inunrehearsedcontexts.2.2 FeaturesofCLTOneofthemostrecognizedoffeatures’listsisDavidNunan’sfivefeaturesofCLT.AccordingtoNunan(1991),firstlyCLTemphasizeslearningtocommunicatethroughinteractioninthetargetlanguage.Secondly,itisimportanttointroduceauthentictextsintothelearningsituation.Thirdly,itisnecessarytoprovideopportunitiesforlearnerstofocus,notonlyonlanguagebutalsoonthelearningmanagementprocess.Fourthly,thelearner’ownpersonalexperiencesareneededasanimportantcontributingelementtoclassroomlearning.Lastly,itisrecommendedtolinkclassroomlanguagelearningwithlanguageactivitiesoutsidetheclassroom.2.3 TherolesofteacherandstudentsinCLTThetypesofclassroomactivitiesproposedinCLTalsoimplynewrolesintheclassroomforteachersandstudents.Studentsnowhavetoparticipateinclassroomactivitiesthatarebasedonacooperativeratherthanindividualapproachtolearning.Studentshavetobecomecomfortablewithlisteningtotheirpeersingroupworkorpairworktasks,ratherthanrelyingontheteacherforamodel.Theyareexpectedtotakeonagreaterdegreeofresponsibilityfortheirownlearning.Teachersnowhavetoassumetheroleoffacilitatorandmonitor.Ratherthanbeingamodelforcorrectspeechandwritingandonewiththeprimaryresponsibilityofmakingstudentsproduceplentyoferror-freesentences,theroleoftheteacheralsochangesfromthatofaninstructorwhopresentsandmakespupilslearntheforms(grammar)prescribedbythesyllabletoan“enabler”,thatisapersonwhomakesitpossibleforthestudentstosaythingsinEnglish,andhelpsthemtocopewiththeirlearningproblems.

Chapter3ChapterThreeResearchDesign3.1ResearchQuestions(1)WhatisthecurrentsituationoftheapplicationofCLTinChina?(2)DostudentsfavorCLT?(3)WhatmeasuresshouldbetakentoputCLTintoeffectivepracticeinlanguageteaching?3.2InstrumentsAccordingtotheaboveresearchquestions,aqualitativeresearchdesignwasused.“Qualitativeresearchexploressocialphenomena,andaimstodescribeindetailsuchcomplexphenomena,accordingtoparticipants’views(Seliger&Shohamy,1989).”“Qualitativemethodologiesprovideavenuethatcanleadtothediscoveryofthedeeperlevelsofmeaning(Burns,2000).”Therefore,thequalitativeapproachisagoodwaytodoresearchaboutpeople’sbeliefs,perceptionsandattitudes.Inthisresearch,questionnaireisusedtocollectthedata.3.4SubjectsTherewere111studentsfrom5classesparticipatingintheresearch.ThestudentsinallclassesenteredthecollegeinSeptemberin2008intoYunChengUniversity.3.5Procedure(1)DataCollectionandStatisticalAnalysisThequestionnairecontains10multiplechoicequestionsinfiveaspects,withonlyoneanswerrequiredofeachquestion.Theseaspectsinclude:(a)WhatdothestudentswantfromEnglishclasses?(Questions1-4)(b)WhataretheirviewsonoralEnglishclassroomteaching?(Questions5-10)TheAppendixshowsthelayoutofthequestionnaire.

Chapter4ResultsandDiscussionTheresultsofthequestionnaireandinterviewwillindicatewhetherthestudentsfavortheapplicationofcommunicativeactivitiesandwhethertheyliketoexperienceCommunicativeLanguageTeaching(CLT)intheirfurtherEnglishstudy.4.1ResultsfromtheQuestionnaires111questionnairesweresentoutwith111drawnback,amongwhich86arevalid.Table4-1PersonalNeedsnumberABCDEpersonspercentagepersonspercentagepersonspercentagepersonspercentagepersonspercentage10053.83439.52832.61922.123034.92630.21517.455.81011.73910.52124.4374389.31112.84001416.37081.422.3//Table4-2ViewsonOralEnglishLearningnumberpersonspercentagepersonspercentagepersonspercentagepersonspercentage54350.04248.811.2006910.55867.41922.1073844.21213.93641.9//822.34957.03540.7//967.01820.93743.02529.1103338.43540.71820.9//4.2Discussion(1)OnthePersonalNeedsItcanbeobservedfromthequestionnairesthatmorethanfiftypercent(54.7%)ofthestudentsarenotsatisfiedandnearlyfortypercent(39.5%)feelunderexpectationwiththeirEnglishproficiency.34.9%findlisteningand30.2%findspeakingtroublingthemmost.Thissetsasharpcontracttothecoursesavailable.MoststudentsareeagertoimprovetheirEnglishproficiency,especiallythemostpracticalaspectofthelanguage,i.e.speakingandlistening;whilemostschoolsfailtogivewhatthestudentswantmost.Morethan80%ofthestudentsthinkthecoursesofferedcanonlysatisfypartoftheirneeds.(2)ViewsonOralEnglishLearningFromthistable,itisinferredthatmorethan90%ofthestudentsbelievethatoralEnglishisimportantorveryimportant,butnearly80%studentsalsofeelthatitisdifficulttolearn.Respectively44.2%and41.9%ofthestudentsthinkthatlackofpracticeanddaringnottoopentheirmoutharethemainreasonsleadingtothedeficiencyoftheiroralEnglish.Nearly98%ofthestudentsdonotthinktimetospeakinoralEnglishclassisenough.ItisknownthatCET-4andCET-6setacertainrequirementforstudents’listening,readingandwritingabilities,buttheydon’tincludeaspeakingsectionexceptforthosecandidatesgetting550ormorescores.Morethan60%ofthestudentsdonotliketobepointedouttheirmistakewhentheyarespeaking.

Chapter5PedagogicalImplications5.1RecognizingSocial,CulturallyDiverseFactorsCLTstressesthatinordertobecompetentinthetargetlanguage;learnersshouldacquirenotonlylinguisticknowledge,butalsothecultureofthatlanguage.Languageandcultureareintricatelyintertwined.Oneaspectofthisprinciplefocusesonthecomplexinterconnectionoflanguageandculture.5.3Teachers’ProfessionalDevelopmentSinceteachersarethemainimplementersofaninnovation,theyshouldplayamoreactiveroleandhelpaninnovationleadtofundamentalchanges.Theyneedtograspeveryopportunityofbeingtrained,oflearningfrompeersbyobservingeachother’slessons,orobservingforeignteachers’lessonstoimprovethemselves.Beingcreativeandopentonewideasshouldbethecharacteristicsofauniversityteacher.Throughpre-serviceandin-servicetraining,theycouldimprovetheirlinguisticcompetenceandsocio-linguisticcompetence.TheycouldalsograsptheoreticalknowledgeofCLTandotherrelevantteachingtheories.Mostimportantofall,theywouldbeabletoimprovetheirpracticalabilityofproblem-solvinganddecision-makingandlearntobemorereflectiveteacherssothattheycouldteachbysuingCLT,evenifitresultsinmoredynamicandunpredictableclassrooms.Asaresultofteachertraining,moreteacherscouldbeencouragedtodoresearchbasedontheirclassroomteaching.Thisclassroom-basedresearchcouldbeofassistancetothedecisionmakers.5.4SomeSuggestedClassroomActivities(1)Discussionisprobablythemostcommonlyusedactivityintheoralskillclass.Typically,studentsareintroducedtoatopicviaareading,alisteningpassage,oravideotapeandarethenaskedtogetintopairsorgroupstodiscussarelatedtopicinordertocomeupwithasolution,aresponse,orthelike.Otherwiseteacherscanchooseatopicthatisrelatedtothecontentofthefollowingreadingclass.(2)OralPresentationGenerallyspeaking,oralpresentationfallsintotwocategories:(1)apreparedpresentation,(2)animpromptupresentation.(3)Role-playAroleplayisahighlyflexiblelearningactivitywhichhasawidescopeforvariationandimagination.Roleplayingcanimprovestudents’oralskillinanycircumstance,andhelpsstudentsinteractwithothers.

Chapter6Conclusion6.1MajorFindingsAccordingtotheabovethreequestionsinChapter3,therearethreefindings:(1)ThecurrentsituationoftheapplicationofCAinChinaInrecentyears,CLTisstunninglypopularinChina.CLTisthecatchwordwheneverEnglishteachingismentioned.However,mostofusmayfindfromourownEnglishlearningexperiencethattheEnglishteachingisnotpermeatedwithasmuchairofCLTasitissaid.ManycollegeEnglishteachersstillfollowthetraditionalclassroom-teachingpattern,teacher-centeredclass.(2)WhetherstudentsfavorCLTMostofthecollegestudentshaverealizedtheimportanceoforalEnglishandtheyareeagertoimprovetheircommunicativecompetence.Differentfromsometraditionalteachingmethods,CAcanprovideanauthenticandfriendlyEnglishlearningenvironment,theywanttheirteacherstopracticeCAintheirEnglishclassesandtheywanttoexperienceCLT.(3)MeasurestakentoputCAintoeffectivepracticeinlanguageteachingTheChineseeducationalsystem