交際教學(xué)法在初中生英語(yǔ)聽(tīng)力教學(xué)中的應(yīng)用

1、本科畢業(yè)論文 題 目： 交際教學(xué)法在初中生英語(yǔ)聽(tīng)力 教學(xué)中的應(yīng)用 學(xué)院名稱(chēng)： xxxxx 專(zhuān)業(yè)班級(jí)： xxxxxxxxxxxxxxx 畢業(yè)年份： xxxxxxx 姓 名： xxxx 學(xué) 號(hào)： xxxxxxx 指導(dǎo)教師： xxxxx 職 稱(chēng)： xxxxxx a study on the application of the communicative approach in teaching listening in junior middle school bymay 22, 2015 交際教學(xué)法在初中生英語(yǔ)聽(tīng)力教學(xué)中的應(yīng)用 摘要：聽(tīng)力在語(yǔ)言學(xué)習(xí)的過(guò)程中非常重要，通常作為輸入和接受技能應(yīng)當(dāng)給予

2、特別的關(guān)注。它可以提高學(xué)習(xí)者對(duì)語(yǔ)言學(xué)習(xí)的興趣和熱情。此外，聽(tīng)力也有利于發(fā)展學(xué)生學(xué)習(xí)其他技能，尤其是口語(yǔ)。然而，盡管聽(tīng)力已經(jīng)引起了很大的關(guān)注，但不可否認(rèn)的是，聽(tīng)力的結(jié)果卻不及其他三項(xiàng)技能那么令人滿意。在目前的聽(tīng)力教學(xué)中，教師傾向于為學(xué)習(xí)者提供更多的語(yǔ)言知識(shí)結(jié)構(gòu)和語(yǔ)法知識(shí)結(jié)構(gòu)卻忽略了信息的理解。大多數(shù)英語(yǔ)學(xué)習(xí)者花費(fèi)大量的時(shí)間，結(jié)果卻不盡人意。由于他們聽(tīng)不懂別人所說(shuō)的話，以至于往往不能作出準(zhǔn)確的反應(yīng)。而交際教學(xué)法（ca），旨在培養(yǎng)學(xué)生的綜合語(yǔ)言語(yǔ)用能力，在很大程度上可以解決這一問(wèn)題。通過(guò)交際法，使學(xué)習(xí)者對(duì)語(yǔ)言學(xué)習(xí)有一個(gè)正確的態(tài)度，并能自如地表達(dá)自己。因此，在語(yǔ)言學(xué)習(xí)過(guò)程中應(yīng)重視采用交際法來(lái)提高學(xué)習(xí)者

3、的交際能力。本文將主要關(guān)注交際教學(xué)法在初中生英語(yǔ)聽(tīng)力教學(xué)中的應(yīng)用，希望可以借此來(lái)解決中學(xué)生聽(tīng)力能力低下的這一問(wèn)題，幫助學(xué)生培養(yǎng)正確的聽(tīng)力習(xí)慣，最終達(dá)到培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。 關(guān)鍵詞：交際教學(xué)法，初中聽(tīng)力，應(yīng)用 ia study on the application of the communicative approach in teaching listening in junior middle school abstract: listening, as one of the four skills of language learning, is of great importa

4、nce to language learning, which is often taken as the input and receptive skill and given special attentions in language learning. it can increase the students interest and passion in studying language. in addition, listening can also be very useful for developing other skills in learning, especiall

5、y in speaking. however, although listening has caused great attention, there is no deny that the results of listening are not so satisfactory as the other three skills. teachers incline to give more knowledge of language such as structural items and grammatical items in teaching listening, and most

6、english learners spend much time in improving their listening, but end up in great disappointment. they cant listen clearly what the others say and often fail to make an accurate response to what the others say. the communicative approach (ca), which aims at developing learners ability to use langua

7、ge appropriately and fluently, can solve this problem to a larger extent. through ca, students can have a correct attitude towards language learning, and can express themselves freely. therefore, it is necessary to adopt ca in language study to improve their communicative competence. this paper will

8、 mainly focus on how to apply communicative approach to teach listening in junior middle school. key words: the communicative approach (ca); teaching listening in junior middle school; applicationiitable of contents. introduction1a.the communicative approach and its advantages1b. the current situati

9、on of listening in junior middle schools31. problems of teachers32. problems of students33. the aim and significance of the paper4c. the implication of communicative approach to english teaching and learning in listening4. the study of communicative approach in listening in junior middle school5a. t

10、he feasibility of communicative approach in teaching listening in junior middle school5b. the models for teaching listening in junior middle school6c. the characteristics and advantages of communicative approach in the new teaching model8d. notes and suggestions8. a real teaching case study of the n

11、ew listening model in junior middle school9a. description of the experiment9b. details of the new teaching model10c. feedback of the sample lesson14. conclusion1516. introductiona.the communicative approach and its advantages the communicative approach (ca), can also be called the communicative lang

12、uage teaching (clt), which is an approach to foreign or second language teaching, and stresses cultivating learners communicative competence as the goal of language learning. the term “communicative competence” which was first mentioned by hymes (1972), mainly contains grammatical competence, social

13、 linguistic competence, discourse competence, and strategic competence. it pays more attention to using the language rather than learning the rules of the language. as littlewood (1981) noted that one of the most characteristic features of ca was that it paid systematic attention to functional as we

14、ll as structural aspects of language. widdowson (1979) described the communicative approach to language teaching as,“in general, we might characterize the communicative approach as one which combines situational presentation with structural practice. language items are presented in situation in the

15、classroom to ensure that their meaning is clear, and then practiced as formal structures by means of exercises of sufficient numbers to establish the structures in the learners memory” according to brown (2001), the definition of the ca includes four characteristics:(1). classroom goals are focused

16、on all the components of communicative competence and not restricted to grammatical or linguistic competence.(2). language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. organizational language forms are not the central foc

17、us, but rather aspects of language that enable the learner to accomplish those purposes.(3). accuracy is secondary to convey a message. at times fluency should be attached more importance than accuracy in order to keep learners meaningfully engaged in language use. the ultimate criterion for communi

18、cative success is the actual transmission and receiving of intended meaning. (4). in the communicative classroom, the students ultimately have to use the language, productively and receptively, in unrehearsed contexts. finocchario & brumfit (1983) summarize the principles as follows:(1). teachin

19、g is learner-centered and responsive to the students needs and interests;(2). the target language is acquired through interactive communicative use that encourages the negotiations of meaning;(3). genuinely meaningful language use is emphasized, along with unpredictability, risk-taking, and choice-m

20、aking;(4). the formal properties of language are never treated in isolation from use; language forms are always addressed within a communicative context;(5). there is exposure to examples of authentic language from the target language community;(6). the students are encouraged to discover the forms

21、and structures of language for themselves;(7). there is a whole-language approach in which the four traditional language skills are integrated. according to its features and principles, ca has obviously some advantages in language learning and teaching.(1). learning language during the communication

22、 with others, which can be helpful to arouse students learning interest, their initiative and interaction; (2). it can help students realize that language learning are not only the accumulation of knowledge but also the development of quality and skills, and finally, improve their language communica

23、tive competence;(3). it helps to change students roles and one-way teaching model of the traditional language teaching and learning. b. the current situation of listening in junior middle schools1. problems of teachers most teachers have little social-linguistic knowledge (the type of knowledge focu

24、sing on the appropriate use of language in context), which, leads to inappropriate teaching. it lasted many years that the most urgent desire for junior middle school students is to be admitted to a good high school, so both teachers and students focus much of their attention on mastering more knowl

25、edge and the usage of english instead of using it in practical and real situation. the traditional teaching method has been used everywhere, which is featured as teacher-centered, examination-oriented, grammar-based, vocabulary-based classroom teaching and learning. most teachers are very experience

26、d in explaining grammar rules, and words in details, while those students just take down notes passively as being told and keep them in their hearts. few opportunities have been given to the students for meaningful practice. as a result, students are good at the usage of grammar rules and words, but

27、 weak in using them in real communication, which is far away from the goal of english learning and teaching. 2. problems of students most students in junior middle school lack motivation in learning english. the purpose for students to study english is simply because it is one of the major courses f

28、or entrance examination in the curriculum. if they fail in this subject, they will fail to meet the requirements for school. that is to say most of students lack intrinsic motivation to practice their english. they depend on too much on the extrinsic motivation to learn english. they focus too much

29、on the score of examination, being afraid of failures. many students just follow the teachers directions with no clear goals in their own minds. to some extent, they themselves even dont know what the ultimate goal of learning english is. the purpose for learning english is to be admitted into a hig

30、her school. as a result, it is of no surprise that their ability in english is rather poor and weak.3. the aim and significance of the paper based on the current situation, this paper mainly aims to solve the current problems appearing in teaching listening in junior middle school by the use of ca,

31、and at the same time, make a simple study of the specific ways of how to use ca in listening class. currently, most studies made by the other researchers focus their eyes on the whole english learning with some general rules or macro-guidance of ca in middle school. few studies are made on the detai

32、led steps of teaching and learning except that several studies on improving students oral english. therefore, with the help of ca, the paper will concentrate on changing the current listening situation in middle school, and help students improve their listening ability, and in addition, develop a co

33、rrect attitude toward language study that language study cannot be divided into individual and isolated part such as listening, speaking, reading and writing, which should be taken into a whole and interconnected and interacted one.c. the implication of communicative approach to english teaching and

34、 learning in listening the translation of communicative competence in language teaching practice is to develop students language skills, namely, listening, speaking, reading and writing.in traditional pedagogy, listening and speaking activities include: listen to texts (conversations or stories) eit

35、her read by the teacher or pre-recorded on the tape; repeat what have been heard; answer questions according to what have been heard; produce responses based on given cues; retell what is heard. it is clear that these activities involve use of language in a completely different way from how language

36、 is used in reality. so listening and speaking skills need to be redefined in terms of the real communicative use, that is, students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. the listening skill has received special attent

37、ion in ca, possibly because it previously has been neglected as a skill in its own right. listening shares a number of features with reading since both are interpretative or receptive skills. listening, therefore, is viewed not only as the counterpart of speaking, but as an independent skill with it

38、s own objectives. in real life, there are many situations in which we act as listeners only, for example as audience for radio, television, lectures, films, etc. however, it is important to note that ca requires a higher level of communicative competence on the part of teacher. it also requires that

39、 the teacher develops a wider range of skills beyond the presentation and explanation of grammatical structures. in a communicative classroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, guiding students in pair work or group work. the study of co

40、mmunicative approach in listening in junior middle school a. the feasibility of communicative approach in teaching listening in junior middle school does the communicative approach feasible in middle school listening teaching? first of all, from the perspective of the theory, it has come to mature s

41、tage since 1960s. both linguists and scholars at home and abroad related research showed it is mature development in the education field. in 1986, the five english syllabus are put forward to cultivate “communicative competence” under the new curriculum idea of the teaching in middle school english

42、teaching focuses on developing students: (1) the ability to communicate in english; (2) the ability to get information in english and then process information; (3) the ability to think in english. under the guidance of the new curriculum reform, the traditional teaching methods no longer meet the ne

43、eds of our social development and the level of language development of learners. the traditional listening teaching not only requires students to finish their homework but also requires the students to learn the same material, do not consider the needs of the learners regardless of the social develo

44、pment. while the communicative language teaching requires the teaching content should be adopted to meet the needs of the learners, teachers must predicate the needs of each students ahead of time, which skills the students should master to develop students learning listening skills. the communicati

45、ve approach teaching system is purpose on developing students communicative competence by learning the language points as well as using language knowledge to achieve the purpose of communication. communicative language teaching listening is not merely finish the tasks but also can help improve stude

46、nt communicative competence to some certain extent. therefore, it can be used to verify the implementation of communicative language teaching listening to promote students communicative skills and listening abilities. so it is an effective teaching method in teaching listening in middle school.b. th

47、e models for teaching listening in junior middle school as far as classroom procedures are concerned, the teaching of listening general follows three stages and each stages activities designed based on ca as well as the functions.different stageactivities designed based on cltfunctionpre-listeningpr

48、edictinghelp students prepare to listensetting the scenelistening for the gistlistening for the specific informationwhile-listeningno specific responsesfocus students attention on listening the text and the teachers can guide the students and help them understand itlisten and ticklisten and sequence

49、listen and actlisten and drawlisten and filllisten and take notespost-listeningmultiple-choices questionconsolidation and applicationanswering questionnote-taking and gap-fillingrole-play the table above are based on the current situation exist in middle school english listening teaching, the author

50、 apply communicative teaching in middle school english listening teaching according to the communicative teaching aims and teaching listening required forms. in pre-listening stage, some activities are designed as following: predicting, setting the scene, listening for the gist, listening for the sp

51、ecific information, etc. these activities mainly purpose on helping the students prepare to listen to the listening material. in while-listening stage, instead of the simple ways and just do play and pause, the author design no specific responses, listen and tick, listen and sequence, listen and act

52、, listen and act, listen and draw, listen and fill, listen and take notes, etc. in these activities, the teacher play the listening material several times not merely can enhance the interaction between teacher and her students but can let students have a better understanding on the listening materia

53、ls, deepen the study of the sentence patterns and language points. at the same time, maximize use the listening materials. in post-listening part, the author design activities so that student can speak more after listening. as we all know, listening and spoken can not be separate into fragment. so,

54、after a further study and understand the listening materials, teacher can organize role play, debate, retell a story, discussion. these activities offer students to integrate what they have listened to with their own knowledge and meanwhile they can show their personal views and reactions towards wh

55、at they have heard.c. the characteristics and advantages of communicative approach in the new teaching model1. the characteristics of communicative approach in the listening process from the previous section we have seen that there are a great variety of situations where we need to listen to english

56、. it is important to understand the characteristics or processes behind these listening situation so that we can design appropriate activities to help students develop effective listening strategies. generally speaking, listening in real life has the following characteristics (ur, 1996): (1) spontan

57、eity; (2) context; (3) visual clues; (4) listeners response; (5) speakers adjustment.2. the advantages of communicative approach in teaching listening(1). it reflects the communicative competence in the communicative approach in listening.(2). it helps improve students' english learning.(3). the

58、 listening material can help students have a better understanding of the british and american culture.(4). it can help cultivate learners interest in learning listening.(5). help improve students' organization and coordination ability.d. notes and suggestionspre-listening activities designed need to pay attention to:(1) pre- lis