交際教學(xué)法在高中英語口語課堂中的應(yīng)用畢業(yè)論文

1、<p><b>　　本科生畢業(yè)論文</b></p><p>　　交際教學(xué)法在高中英語口語課堂中的應(yīng)用</p><p>　　The Application of Communicative Language Teaching in the English Oral Classroom of Senior High School </p>

2、<p><b>　　Contents</b></p><p>　　Abstract (English)……………………………………………………………………V</p><p>　　Abstract (Chinese)…………………………………………………….…………....VI</p><p>　　1. Introduction ……

3、………………………………….……….......................…...…..1</p><p>　　1.1 The background of the Communicative Language Teaching...............................................1</p><p>　　1.2 Purpose of the Pa

4、per ………………………………………………………........................1</p><p>　　2. The Current Situation of senior high school English oral teaching in china. …………………………………………………………………2</p><p>　　2.1 lack of natural

5、 language environment…………………………………..…………………2</p><p>　　2.2 Lack of special oral English teaching…………………………………...………….3</p><p>　　2.3Students’ lack confidence in speaking English……………………………………....3

6、</p><p>　　2.4 Chinese-speaking teaching method ………………………………..........................3</p><p>　　3. The communicative language teaching in the high school oral English classroom………………………………………………

7、………………………….... 4</p><p>　　3.1 The define of Communicative Language Teaching……………………….…...…….5</p><p>　　3.2 Principles for applying the communicative language teaching in English teaching….....6&

8、lt;/p><p>　　3.3 Stages of communicative language teaching…….……………………….…………6</p><p>　　3.4 The application of Communicative Language Teaching in our class…..………………..7</p><p>　　3.4.1Group

9、 work…………………………………..…………………………..……………7</p><p>　　3.4.2 Role-play……………………………………………………………………..................8</p><p>　　4. Some Suggestions for applying Communicative Language Teaching…....….9<

10、/p><p>　　4.1 Developing Students’ Critical Thinking………………………………………9</p><p>　　4.2 Reform the class teaching mode ...........................…………………….…………..10</p><p>　　4.3 Set up a pleas

11、ant and harmonious atmosphere in classroom……………….….…….10</p><p>　　4.4 Making a proper communicative test…………………….……………………….10</p><p>　　5. Conclusion………………………………………………...…………………….11</p>&l

12、t;p>　　References…………………………………………………………...…………….12</p><p><b>　　摘要</b></p><p>　　英語是當(dāng)今世界上通用的國家語言之一，是世界上使用最廣泛的語言，英語教學(xué)的目的是培養(yǎng)學(xué)生的交際能力。英語四項基本技能之一的口語是非常重要的，口語有助于學(xué)生與人交流。然而，過多的關(guān)注于高考使高中生的英語遠落

13、后于口語的要求，本文考察了目前高中英語口語教學(xué)中存在的問題，以及討論交際教學(xué)法在高中英語口語中的應(yīng)用，并給出相關(guān)建議。</p><p>　　關(guān)鍵詞：交際法；英語口語教學(xué)；問題</p><p><b>　　Abstract</b></p><p>　　English is the major world international languag

14、e, is one of widely used language. 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 com

15、municate with each other. However, too much attention paid to the national entrance examination made students in high school fall far behind the requirement of speaking. This paper examines the problems of current oral E

16、nglish teach</p><p><b>　　.</b></p><p>　　Key word：Communicative Language Teaching; oral teaching; problem</p><p>　　Introduction</p><p>　　1.1 The background o

17、f the Communicative Language Teaching </p><p>　　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

18、China, Chinese people learn English in order to 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 teacher

19、s focus on written tests. As a result, large numbers of Chinese students score high in exams but they are unable to speak</p><p>　　1.2 Purpose of the Paper </p><p>　　Communicative Language Teach

20、ing 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’ s

21、poken English. it can be a very effective way for an English 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 relate

22、d to Communicative Language Teac</p><p>　　The current situation of senior high school English oral teaching in china</p><p>　　In the traditional teaching mode, the center is teacher, the content

23、s are grammar, vocabulary and the activities are practice of sentence types and grammar. The students will gradually be trapped by fear and disgust of this kind of teaching method, additionally Oral English has not yet b

24、een 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 prepar</p&g

25、t;<p>　　lack of natural language environment</p><p>　　Language learning can hardly do without specific linguistic context. In China, English as a foreign language, it is bound to lacks authentic langu

26、age environments. Chinese students learn English only to finish schoolwork; they hardly practice English after class. More students in class results in less communions between students and teachers or students and studen

27、ts. No authentic language contexts, to a certain extent, affected improvement of oral teaching. For language learner, learn English is</p><p>　　2.2 Lack of special oral English teaching</p><p>　

28、　Due to the effect of examination system, Oral English has not been included in the test range; Many teachers don't pay attention to the training students oral English, for the sake of finish the teaching objectives

29、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' oral English trai

30、ning. As a result, large numbers of Chinese students are score high b</p><p>　　Students’ lack confidence in speaking English</p><p>　　Because English foundation of the student is weak, students

31、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 th

32、at learn oral English is so difficult that they 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.<

33、;/p><p>　　2.4 Chinese-speaking teaching method </p><p>　　In the past few years, Students spend lots of time in learning the phonetic, read the new words and recite the text in the first place, to s

34、tudying and improve the pronunciation and intonation. Some student’s study standard spoken English with the tape recorder; finally, some students still can’t speak fluent English. Besides, some of the English teacher str

35、essed the accuracy of spoken English, and correct the mistakes whenever they made, they let the student practice the sentence pattern repeat</p><p>　　3. The communicative language teaching in the high school

36、 oral English classroom</p><p>　　Faced with this situation, Communicative language teaching is a good way to solve these problems. Communicative language teaching makes use of real-life situations that neces

37、sitate communication. The teacher sets up a situation that students are likely to encounter in real life. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to com

38、municate in meaningful ways about meaningful topics. </p><p>　　3.1 The define of Communicative Language Teaching</p><p>　　Communicative Language Teaching (CLT) also called Communicative Approac

39、h or Functional 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

40、also English language educator Alexander and Widdowson. Communicative Language Teaching theory is based on functional linguistics and social linguistics. Stemming from the socio-cognitive perspectives of the s</p>

41、<p>　　To sum up, the Communicative 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 condu

42、ct effective communication in the target language. Meanwhile, the structure and the function of the target language should be equally treated.</p><p>　　3.2 Principles for applying the communicative language

43、teaching in English teaching</p><p>　　Among the numerous principles of communicative language teaching, there are two pieces of principles, which are more important in China’s English teaching.</p>&l

44、t;p>　　First, Create more realistic situation. The current teaching methods don’t emphasize the real world situation and fail to cultivate students’ spontaneity. Artificial conventions and mechanical question-and-answe

45、r sequences fall short of the flexible, spontaneous kind of communicative interaction required for performing a task with the context of situation relevant to the real world. Such classroom teaching forces learners to ta

46、lk about things that are not of their own choosing and not based on t</p><p>　　Second, the class should be students-centered. Communicative approach makes learners to be themselves and requires the classroom

47、 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 p

48、rocess and give more opportunities for the students to talk, perform and express their own ideas. In this way, the students will no longer feel inferior</p><p>　　3.3 Three stages of communicative language te

49、aching</p><p>　　Communicative 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 a very complex process.

50、 The teacher can divide the students’ learning into three stages:</p><p>　　In the first stage, the teacher is a sort of information --- he selects material to be learned and presents it so that the students

51、can understand it and remember it as clearly as possible.</p><p>　　The second stage is the practice stage. Mere the students do the talking organized from cue by the teacher--- this practice should be meanin

52、gful and memorable.</p><p>　　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 if they m

53、ake 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 motivate

54、d to speak. If the students can use the language for themselves, then they become aware that they have</p><p>　　3.4 The application of Communicative Language teaching in the high school English oral classroo

55、m</p><p>　　Communicative activity provides opportunities for positive personal relationships to develop among learners and teachers. These relationships can help to humanize the class and to create environme

56、nt that supports the individual in his efforts to learn. The application of communicative language teaching in high school English class is as follows:</p><p>　　3.4.1 Group work in communicative activities&l

57、t;/p><p>　　The 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 s

58、tudents exchange their views and discuss about them, or the teacher’s give students’ listening materials and interact based on the teacher’s requirement. In this way, students may work in group to achieve a sense of psyc

59、hological safety and cooperate to produce affective achievement. </p><p>　　3.4.2 Role-play in communicative language teaching</p><p>　　“Role-playing” is one method of getting the students to ima

60、gine 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 circumstance. The teacher should encourage exerting their

61、imagination, playing their role well. Role-play activities are not only for the excellent students, but also to others. Especially at the beginning to learn English, teachers must pay more attention to train everyone’ in

62、t</p><p>　　Student A: Excuse me. I wonder if you could help me. I’m looking for the Museum. Student B: Boy, you are lost. It’s across town. Student A: Oh! What bad luck! How can I get to the Muse

63、um? Student B: You can take a No.24 bus here and then transfer to a No.53 bus to get there.</p><p>　　There are many useful functions for English teaching by role play in junior school. Firstly the role

64、-play activity creates a relaxed and supportive learning environment in which students feel safe enough to speak. Secondly, they work together with peers in their small groups where they help each other to become well pr

65、epared before opening their mouths in every role-play activity. The ability of communicating others will be improved for students and teachers. The most important is that role-play</p><p>　　By and large, the

66、 role-play activity teaches students a variety of language skills and stimulates students to innovate. On the other words, we can say role-play is one of the most effective teaching methods in English classroom, especial

67、ly in junior English teaching. Many professional people believe there will more and more teachers choose this teaching method in the future. And the writer also believes the role-play teaching will bring us unexpected ac

68、hievements.</p><p>　　3.4.3 Presenting pictures for discussion</p><p>　　Pictures are another extremely useful visual aid. Pictures of people and places are much more interesting than ordinary obj

69、ects. This is another chance for group work and genuine discussion. The class can be divided into groups of four and five and each given a picture of a person. They have then to decide on how old the person is, whether t

70、he person is married or single, what his job is and what his personality is. They should also give their reasons for their opinions. Each group gives 3-4 rea</p><p>　　A variation on this is a sequence of pic

71、tures of people and places. Here the students are required to put the pictures in a logical order and tell a story according to the arrangement. This provides practice in speaking for longer periods of time. Once the gro

72、up has worked out the story, one member of his group will go to another group and try to decide the story of that group from the arrangement of the pictures. They may ask the remaining member questions and the teacher ca

73、n guide them if nece</p><p>　　3.5 The implication of application of communicative language Teaching</p><p>　　As the Communicative language Teaching applied in middle school foreign language teac

74、hing, the students have improved their speaking skill and they are good at communicating with others. Besides, they have great interest in learning English and all these communicative activities also help them to obtain

75、self—confidence. What is more, most students in communicative classroom are more outgoing than in traditional classroom. The students really cultivate the ability of communication. However, there</p><p>　　4.

76、 Some Suggestions for applying Communicative Language Teaching</p><p>　　4.1Attach importance to the role of teachers </p><p>　　Communicative Language Teaching is student-centered; it doesn’t me

77、an the roles of a teacher can be absolutely ignored. Because of the influence of traditional teaching, students are not used to play the center roles, so it is important for teacher to play good roles in helping them. Th

78、e teacher can play several roles in the class: he directs the class activities, designs the scene of communication, and also he is a consultant ------ guiding the communication and solving the problems in communica</p

79、><p>　　4.2Reform the class teaching mode Class should be student-centered. Teachers should deal well with the relations among the demonstration, instruct and self-study of students. Some communicative activiti

80、es will be designed around a certain subject and general knowledge. Students will feel, understand and apply language in the happy activities. Through doing things by using language students’ interests, feeling of achiev

81、ement, self-confidences and communicative motivation are developed.4.3Set up</p><p>　　English language teaching is an interdisciplinary subject for which human communication is an important source. The comm

82、unicative language teaching is no doubt a manifestation of how this theory can be applied in the students’ English learning. Nowadays, for oral English is playing a crucial part in modern society, so how to teach oral En

83、glish better is becoming a real important topic. Communicative language teaching aims at developing the students’ communicative ability. It is necessary and des</p><p>　　References</p><p>　　[1]&

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