A Study on Children’s English Education from the Perspective of Communicative Language Teaching兒童英語(yǔ)教育視野中的交際語(yǔ)言教學(xué)研究

1、a study on childrens english education from the perspective of communicative language teaching contentsabstract摘要.introduction.1 .material review.1a. children english.11.definitions.2 2.english teachersprofessional quality.3b. communicative language teaching .31.definitions.42.overview of the theory

2、.5.the fact of communicative teaching in china .6a. three major issues to occur 7b. three problems in practical teaching.7.communicative approach breakthroughs and innovations in practice.8 a. tpr teaching method.8 b. scenario topic communicative language teaching8 c. an attempt on four paragraphs o

3、f teaching.8v. conclusion.9references.10a study on childrens english education from the perspective of communicative language teaching abstractthere isa prevalence of regional imbalanceforteacher resource allocationinchildrens english education internationally. in addition, there is teachers profess

4、ional qualities way from person to person. under such circumstance, thisthesisendeavors to improve childrens english teaching by applying communicative approach and puts great emphasis on enhancing teachers capabilities. it is likely for teachers to make three mistakes with regard to the understandi

5、ng of communicative approach. at the same time,during the process of their practice, chinese teachers may also encounter four problems. as a result, children often react coldly in class and teaching goals can be rarely achieved. while creating effective interactive activities is the key to walk out

6、of the dilemma.based on personal teaching practice, andthe paper presents three innovative aspects in thecommunicative teaching, with the hope that teaching goals with be matched by childrens english ability.keywords: communicative approach; childrens english;teaching research 交際教學(xué)法指導(dǎo)下的少兒英語(yǔ)教育探究摘要 目前

7、在國(guó)際上少兒英語(yǔ)教師的師資分配，普遍存在著地區(qū)性的不均衡。此外，少兒英語(yǔ)教師的專(zhuān)業(yè)素質(zhì)也良莠不齊。鑒于此，本文引入了對(duì)如何學(xué)習(xí)西方的交際教學(xué)法開(kāi)展本國(guó)的英語(yǔ)教學(xué)。本文從中國(guó)少兒英語(yǔ)教學(xué)角度出發(fā)，重點(diǎn)突出英語(yǔ)教師專(zhuān)業(yè)素質(zhì)要求。并由此闡述交際教學(xué)法在中國(guó)實(shí)踐教學(xué)，羅列出我們?cè)诹私夂徒邮芙浑H教學(xué)法過(guò)程中容易犯的三個(gè)認(rèn)識(shí)誤區(qū)。與此同時(shí)，也指出在少兒英語(yǔ)教學(xué)環(huán)節(jié)中遇到的四大問(wèn)題。而課堂互動(dòng)環(huán)節(jié)，是我們解決交際教學(xué)目標(biāo)和課堂效益反差對(duì)比的關(guān)鍵。本文依據(jù)個(gè)人的教學(xué)經(jīng)驗(yàn)，總結(jié)出了在交際教學(xué)的授課方面的三個(gè)創(chuàng)新。最終實(shí)現(xiàn)對(duì)少兒英語(yǔ)交際教學(xué)目標(biāo)與孩子的英語(yǔ)交際能力的完美結(jié)合。關(guān)鍵詞：交際法；少兒英語(yǔ)；教學(xué)探究a

8、study on childrens english education from the perspective of communicative language teaching.introductionsince the rise of children english training in china in the early 1990s up to the chinese mainland by the end of 2012, there is more than 180 million school-age children, hundreds of billions of

9、potential market size. whats more, it can be said that childrens english training market in china enjoys unlimited prospect. howeverthere are inevitableproblems in the aspect of teaching theory and teaching skills.based on this, this article explains thatcommunicative language teaching (clt). beside

10、s, the paper also presses how tomakeprofessionalchildrens english teachers in the practical teaching. the author points out the goal of combining communicative teaching goals andenglish communication ability. from february 2001 the ministry of education released guidance to actively promote primary

11、school english classes.material reviewa. children englishchildrens english includes children from 3 to 12 years old, and childrens english teacher. on one hand,there is an overview of childrenenglish at all levels of chinas national conditions. according to primary education stage ofcourse objective

12、s; there are five parts for a general description:the students language skills, language knowledge, attitudes, learning strategies and cultural awareness of the integrated behavior. primary school should require a successful english teacherwho canmotivate students in a better learning state, so that

13、 they enjoy learning the language of english. childrens english includeschildrens english education and childrens english exam. and as a children teacher, we should not only master childrens teaching content, but also become the professional in terms of other qualities.on the other hand, professiona

14、l childrens english teachers should understand the children in class: they must keep care about children all through course. of course, they may focus on the major one because those take large role of teaching tasks. (lu & kong, 2008:340-350).if theyhavereceived thestrict trainingof teacher certific

15、ation; theywillenter into theatmosphere of class.during the study, the relevant theoretical knowledge of english teaching and basic english teaching ability has been their compulsory subjects. (men, 2003:10)that is to say, our teachers need to carry their teaching styles into day-to-day teaching act

16、ivities step by step. and children can be able to unconsciously learnfrom their teachers charm. (zhu, 2008)b.communicative language teaching as a replacement to the earlier structural method, communicative language teaching began in britain in the 1960s, which was called situational language teachin

17、g. this was partly in response to chomskys criticisms of structural theories of language, and partly based on the theories of british functional linguistics, such as firth and holliday, as well as american sociolinguists, such as hymens, labor and the writings of austin and searle on speech acts.ove

18、rview of the theory: communicative approach from human linguists (hymes, 1981: 79-141) and from “aristocracys outlaw: the doc holliday story”. (lynch & sylvia d, 1995), they believe that language is the most important and foremost a communication system. it can be divided into the following six sect

19、ions: 1).language teaching is regarded as target of language communicative competence. 2).language courses, including the language of ideas and social function, not just the structure of language.3).because students have poor transference of meaning in the group or activities. and they often can be

20、encouraged to engage in role orperformances, in order to make their own target language use appropriate to different social context all the time.4).class materials and classroom activities are often authentic to reflect a realistic scenario. 5).skills should be integrated; specific activities may be

21、 involved in reading, speaking, listening, and perhaps write. 6).teachers main task is to promote communication, followed by the correction of errors. teachers should be fluent and appropriate in using of the target language. although communicative language teaching has its superior advantages, but

22、ignores the basic training of the students. according to learners age, psychological characteristics and its high and low level of awareness of the english language. english communicative approach roughly divided childreninto three stages, and the paper mainly analyzes the children under the primary

23、 stage.the fact of communicative teaching in chinathe late 1970s, candling and hun wan chung had been making an introduction of this teaching in china. sun li and xing bin discussed the theory of the communicative approach. sheba hoi explored the relationship between the communicative approach and i

24、ts practical application. since then, the communicative teaching approach had failed. the reason is that they gave a systematic introduction to the communicative approach from their point of views; leaving if is full of confusion and perplexity. and in the process of awareness and acceptance of the

25、communicative approach have three major issues to occur. a three major issues to occur:1. for the misunderstanding of the true communicative approachsome teachers, especially scholars will focus on the structure of language teaching for students, which is as important as the communicative function.

26、according to the holliday communicative approach is divided into strong statement and weak argument it. still belongs to the structure of teaching, rather than the communicative approach.2 teaching as a method it is only a teaching method, or just a theory, rather than a specific real teaching. but

27、in china, many teachers see it as a specific teaching method. in this case, they just drill the students in the classroom. the theory of communicative teaching instructor isto break the traditional english teaching, whichalways creates a standard product by a model. (wu, 2011:2)3. the gabbetween com

28、municativeapproach and teaching reality whats worse, the distance between the communicative approach and teaching reality is far from the borden of our understanding. the communicative approach to the subject is training the students communicative ability. as a result, childrens language and communi

29、cation skills are formed through the communication. but students living is not formed in their mind. b. three problems in practical teaching: 1. the use of problems in the process of communicative teaching approachwe always consider the following three factors: 1) language fluency and language error

30、s; 2) grammar; 3) communication concept.ideographic function in the operation of the communicative approach is important, as if links awareness, imitation, expression. the three steps are crucial to teaching during the class.they will make deep intellectual communication and verbal communication bet

31、ween teachers and students throughout the teaching process. communication has a comprehensive content, which will develop students ability to focus on not just one aspect or two.2.teachers fail to usein new teaching materials properly.only those who put forward higher requirements can use the commun

32、icative approach. they focus on the communicative function of language, and stressin a large number of communication activities to learn english.therefore, in the communicative approach in english teaching,should not ignore the language of basic training. (jut,2009)3. students negative learning atti

33、tude reveals a passive acceptance of theirteachers. children cannot accept to their teachers teaching goals in time. even they have made lots of review before the coming of exam. whats worse, we only test students for grammar knowledge. therefore, the current test exerts extremely large negative imp

34、act on our foreign language teaching. especially, in china, many students are accustomed to teacher oriented teaching, or thetraditional grammar-translation method.communicative approach breakthroughs and innovations in practiceresearch on teaching children english communication from childrens engli

35、sh internship can yield three innovations for childrens english communicational teaching. in the experiment classes have different teaching methods.a. tpr teaching method based on childrens language development, young children are energetic and can not sit still for long period of time. “tpr” helps

36、put that energy to work to learn english. “tpr” of communicative language teaching, which its vivid and interesting, is easily to attract childrens attention, and to compensate for communicative teaching.thereby, it is conducive to focus on specific communicative function one-sidedness and enhance m

37、emory. for this reason those students will be more secure under the action memory. (james, 1969:3-17)among a variety of teaching methods for “tpr”,a case of painting pedagogy is tried in during the research. the teaching of painting as one kind of teaching has its unique advantage: children are more

38、 interested in drawing on the blackboard than writing on the blackboard, so we claim whatever they draware the contents of the lectures. (grunfeld & frederic v, 1975)i have made a list of lessons in my practical teaching last year. for example, i remember that the topic of color (color), in order to

39、 make children immersed in my class. i encourage the children to drawwith crayons into the classroom. when i taught them the word red, i would ask them to draw what we had learned withred. similarly, it came to the word “blue”; childrendid draw very actively requirements until the end of class.in th

40、is case,sketches and drawings are combined by children. at the same time, we canattract the attention of the child. the childs eyes, ears, mouth and hand can move together well.b. scenario topic of communicative language teaching:edelman makes it abundantly clear that she sees learning as an example

41、 and imitation. children will model what they see and will imitate what adults within their community will do. she gives a clear picture of this as she discusses her upbringing in the rural south. children were taught not by sermonizing, but by personal example that nothing was too lowly to do. (ede

42、lman & marian, 1992)skills and knowledge are acquired by children by how they see adults behave in society, and by their emulating those adult roles. topic, with the help of activating the teaching of vocabulary, will promote children to speak up by exchange of consultation. scenario topic is a cont

43、inuous process of exploration. let us continue to improve our teaching in the learning and practice. selected from the yap-red, multiple intelligences theory: by primary school english teacher quality of the teachers college. (zhao, 2005:73)c. an attempt of four paragraphs of teaching four paragraph

44、s on the class, as well as the role of teachers and students exchange, need us to co-operation with each other. primary school english lessons are generally 45 minutes, or even longer. however, the time for pupils concentration is limited. we require consciously segment teaching when we are in class

45、.step1:15minutes of topics for warm-up, we need the interaction of teachers and students.step2: 30 minutes for teacher to lead the classroom, due to the limited time, it requires teachers to write lesson plans before the class in order to ensure that the lesson plans are effective in implementation.

46、 and then, as step 3: comes 35 minutes of practical exercise, supplemented by a communicative dialogue practice. our aim is to that students can carry out the topic for three minutes of real-time speech. the last 10 minutes of routine, as step4: is teacher-based summary for what we have learned and

47、what we will preview in the future.v. conclusionthe paperisunder the guidance of the communicative approach, what it is sought to complete the perfect combination of the theory of childrens english course, and children communicative competence. and practice of teaching children english depends on th

48、e basic requirements of the childrens english courses: to ser efficient childrens english lesson plans requires a review of the actual situation of the children. then, according to the guidance of the lesson plans, the tpr pattern of the communicative english teaching enables children to exercise th

49、eir verbal skills, and ultimately achieve the primary english curriculum standards. as selected from: a good primary school english class striving to be a qualified primary school english teacher. (zhou, 2005:31)the original intention of this paper is to help childrens english teachers to have a cle

50、ar understanding of communicative english teaching theory by listing the problems in english teaching practice, and to propose a solution. the ultimate purpose isto help those children fully master the basic four skills of communication: listening, speaking, reading and writing. referencesedelman, marian wright. the measure of our success: a letter to my children & yours j, boston:beacon press, 1992.gr