英語(yǔ)論文模板格式

1、On Extra-curricular Activities and Cultivation of English Communicative Ability of College StudentsApplicant:XXSupervisor:XXFaculty:XXX May 10, 2008XXX UniversityContents摘 要iAbstractii1. Introduction11.1 The Significance of Topic11.2 Research Methods12. Theory Research12.1 Linguistics Rationale12.1.

2、1 Theory of Communicative Competence by D. H. Hymes12.1.2 Theory of Communicative Competence by Canale & Swain22.1.3 Theory of Communicative Competence by Bachman22.2 Theoretical Basis of the Topic22.2.1 Piagets Theory22.2.2 American Scholar-Alan Andean &Weir about “Role Play”32.3 Related Studies32.

3、3.1 Researches Abroad32.3.2 Researches in China33. Presentation of the English Teaching43.1 The Drawbacks of Traditional Teaching Methods43.2 Modern Interest TeachingCLT43.2.1 Definition of CLT43.2.2 The Content and Substance of CLT53.2.3 CLT in the Use of English Out-of-class Activities64. Out-of-c

4、lass Activities and Cultivation of Communication Ability64.1 The Role of Out-of-class Activities in Training of Communication Ability64.2 Current Situation of College Students Out-of-class Learning74.3 Analysis on the Causes for Problems84.4 Carrying Out the Out-of-class Activities in Scientific and

5、 Effective Way94.5 A Suggested Framework for Strategy Study114.5.1 Introduction114.5.2 An Out-of-class English Learning Center115. Conclusion12Bibliography14摘 要美國(guó)社會(huì)語(yǔ)言學(xué)家Dwell Hymes認(rèn)為,交際能力不僅包括對(duì)一種語(yǔ)言的語(yǔ)言形式的理解和掌握,而且還包括對(duì)在何時(shí)何地、以什么方式對(duì)誰(shuí)恰當(dāng)使用語(yǔ)言形式進(jìn)行交際的知識(shí)體系的理解和掌握。作為課堂的延伸和補(bǔ)充,課外活動(dòng)在提高大學(xué)生英語(yǔ)交際能力方面起著至關(guān)重要的作用。課外活動(dòng)能創(chuàng)造交際活動(dòng)

6、情境,使學(xué)生充分發(fā)揮主體性、能動(dòng)性和創(chuàng)造性,促使學(xué)生語(yǔ)言交際能力的和諧發(fā)展和學(xué)生素質(zhì)的全面提高。本文從應(yīng)用語(yǔ)言學(xué)的角度探討大學(xué)生英語(yǔ)課外活動(dòng)課程的實(shí)施理念與實(shí)踐，其目的是培養(yǎng)學(xué)生運(yùn)用英語(yǔ)交際的興趣，提高英語(yǔ)語(yǔ)言能力，發(fā)揮個(gè)性特長(zhǎng)，發(fā)展思維能力和交際能力。最后根據(jù)研究，本文提出旨在培養(yǎng)優(yōu)化大學(xué)生課外學(xué)習(xí)的策略，并提出了建立課外英語(yǔ)學(xué)習(xí)中心的設(shè)想，用以配合策略培訓(xùn)，促進(jìn)課外自主學(xué)習(xí)。關(guān)鍵詞：大學(xué)生 交際能力 英語(yǔ)課外活動(dòng) 學(xué)習(xí)策略AbstractAmerican society linguist Dwell Hymes thinks: Communicative competence not on

7、ly includes the understanding and grasp to a form of language, but also includes the understanding and mastering in when and where, and how and to whom to use language appropriate form of the communication systems of knowledge. As an extension of the classroom, out-of-class activities play a vital r

8、ole in improving the capacity of college English communication. It can create communication situation, so that students can bring full play with initiative and creativity. Improve the communicative ability and develop the quality of the students comprehensively. From the perspective of Applied Lingu

9、istics, this essay tries to study the idea and practice of English activity course in college school, for the purpose of fostering students interest in English communication，improving their English language ability, giving full play to their individuality and specialty and developing their thinking

10、ability and communicating ability. Finally, in order to improve the college students learning strategy, the essay will provide a suggested framework for strategy training based on the results of this investigation.Key words: college students, communicative competence, learning strategies, out-of-cla

11、ss activities 1. Introduction 1.1 The Significance of TopicEnglish is the international language of the common. In order to learn advanced scientific knowledge in the developed countries, to strengthen economic trade with all countries, the importance of English is easily obvious. However, the teach

12、ing methods and teaching effectiveness of our schools in China are worrisome. In the recent years people usually think the English condition of Chinese students as “mute English” or “deaf English”. Their English learning starts from the primary school, with a long period of seven years, eight years,

13、 or even 10 years, they still can not use English to make dialogue, can not understand when the Britain and the Americans speak. The reason is that the exam-oriented education can cultivate students who are only good at examinations, overlooking to raise their overall quality. Out-of-class English l

14、earning may enable them related knowledge, further their skills.1.2 Research MethodsThe main methods for the study are insisting on combining the theory with practice and widely referring to the domestic and foreign literature material. On the basis of this analysis and research, some regular unders

15、tandings are to be summarized. Put forward proposals to improve.2. Theory Research2.1 Linguistics Rationale Theory of Communicative Competence by D. H. HymesIn 1972, Hymes delivered a speech entitled “On communicative competence”, put “communicative competence” as a highly complex system of the know

16、ledge and skills. It can be summarized as a persons ability to use the language. It mainly includes four aspects: grammaticality, acceptability, appropriate, and actual operational. The communicative competence is including a persons language knowledge, society cultural knowledge, literary knowledge

17、, cognitive capacity, emotion factor and other knowledge. Therefore, foreign language teachings duty cannot merely confine to the instruction of language knowledge. His “On communicative competence” theory has provided the theory basis for communicative language teaching. Theory of Communicative Com

18、petence by Canale & SwainIn the 1980s, Kanami and Swindon theory of communicative ability enriched the theory of Hymes. They think that communication capabilities include: Grammar ability, social language skills, discourse competence and strategy ability. The practice has proved that their theory is

19、 the guiding of the language teaching and standard of the testing programmatic. Theory of Communicative Competence by BachmanOn the basis of various theories, Bachman concluded and proposed the theory of communicative language ability. He believes that communicative language ability is composed of t

20、hree parts: language competence, strategy ability and psychological mechanism capacity. Apart from enriching exposition of the language ability, the strategy will be in the capacity as an independent part of the language skills. And explain the relative importance of implementation factor. 2.2 Theor

21、etical Basis of the Topic2.2.1 Piagets TheoryConstructivist learning concept proposed that knowledge is not simply to be taught by teachers, but to be learned by each student in a certain situation (social and cultural background).Students can obtain knowledge and information by making use of other

22、people, using the necessary learning materials through interpersonal cooperation, and taking the initiative to construct meaning. Therefore, the situation, collaboration and conversation and constructing meaning are the four elements in the learning environment. American Scholar-Alan Andean &Weir ab

23、out “Role Play” “Role play” teaching model will simulate the process of contact between members of the society. Students through the way of consultation, study each kind of academic knowledge, in order that they can solve the social problem effectively in the future.2.3 Related Studies Researches Ab

24、roadThe overseas studies on out-of-class activities may trace to the Plato and Rousseau time. Plato is the renowned philosopher in ancient Greece. He advocates “the child play-ground” educational mode. That is the prototype of extra-curricular activities. By the time of French Enlightenment and Rous

25、seau (18th century), direct experience has received wide acceptance. Rousseau stressed outside world without books, no materials other than the facts, and advocated natural mode of education. To the United States in the 19th century, the first school in the world which use activity curriculum theory

26、 as teaching guidance- Deweys Chicago experimental school, has founded. With 1896-1903 Dewey Chicago experimental courses in school activities the United States began to criticize the traditional courses. Instead of it are the out-of-class educational activities. These activity courses are based on

27、the pragmatism, lasted more than 50 years in American schools, and their affects are profound and widespread. Researches in ChinaIn our country, no matter what stage, these courses have different names, for example, out-of-class activities, the second classroom, class activities, integrated social p

28、ractice and so on. The process of changes is closely related to our theoretical study courses. In history, the development of activity courses is closely related the progress and reform and guiding rules of the government.3. Presentation of the English Teaching3.1 The Drawbacks of Traditional Teachi

29、ng MethodsReviewing the traditional English teaching method, in the past decades we have indeed made the very big progress. But with social progress and development, its shortcomings are also increasingly revealed.First, because the Chinese test system is imperfect, the traditional English teaching

30、method is just an examination-oriented education model. In this teaching, evaluation of English level is to see the scores. This causes many students to get a high score, but they can not communicate with people using English. Secondly, in the traditional English teaching, teacher is the leader, tak

31、es the most important part in the classroom. The teacher stands on the platform proposing the questions, analyzing and explaining them, grasping the entire teaching process. And the student is just passive audience, understands the content passively, and records the massive notes. Such teaching meth

32、od does not have interaction; hardly train students communicative ability and language ability. Third, in teaching, to stress the accuracy of knowledge, teachers usually use Chinese to explain. So students have very little opportunity to communicate using English. Obviously, the traditional English

33、teaching is knowledge-based. Compared with the language plastic function, it pays more attention to the form of language and the grammatical function, rather than raises the communication and utilization ability of it.3.2 Modern Interest TeachingCLT Definition of CLTThe content of communicative lang

34、uage teaching is mainly on the language functions. Emphasis carries on language teaching in the real scene, advocating teaching process to socialization, and cultivating the ability of application, studying for the purpose of application. While prominent communicative language teaching, auxiliary by

35、 some grammar, translation, sentence and so on, is based on the goal to promote the culture language communicative competence.The core of communicative language teaching is to put the teaching process as a process of communication. The basic principles of teaching may be summarized:The language is t

36、he information carrier, is the tool of communications. The language teaching must realize communication through each kind of activities.Language utilizations smoothness is more important than accuracy. Making mistake is natural and inevitable; we may correct them gradually in the learning process.St

37、udents should take the main part in teaching process. The teacher must stimulate the students enthusiasm and initiative participation; make students enhance communication ability in the language utilization. Communicative language teaching advocated the fully participation of the students. Teachers

38、duty is to provide and create the real human relations scene, enable students to utilize the language freely and initiatively. The Content and Substance of CLTThe purpose of the communicative language teaching is to cultivate students communication ability. Its the heuristic method of teaching. Indu

39、ce the students to speak English boldly. Provide as much as possible drill opportunities for students. But it does not mean that the communicative language teaching only pays great attention to the oral English, repelling the grammar teaching. The cultivation of communication capability should manif

40、est in the form of four aspects of listening, speaking, reading and writing. Indeed, in communicative language teaching, some teachers pursue the spoken language simply, no matter whether the students can follow and understand or not. As a result the majority of students only learn some spoken langu

41、ages, but the knowledge study is not solid, and polarization appears obviously. This indicates that these teachers do not understand the communicative language teaching rightly and completely.In the teaching, listening, speaking, reading, writing is inalienable and related closely. They are interact

42、ive with each other. The teacher should help student get knowledge, rather than instill it into the students. There have been interactions between teachers and students. They should coordinate closely, complete the instruction together. CLT in the Use of English Out-of-class ActivitiesAccording to s

43、tudents major character and employment need, make sure students understanding domain, emotion domain and skill domain, and then carry on the goal stipulation in detail. Arrange the out-of-class activities content, thus establish English out-of-class activities target system. And the process of teach

44、ing is the process in which teachers and students interact with each other. The teacher should give students enough free space to display, do not criticize them eagerly, point out mistakes, make the summary or decide the answer. This may avoid students being discouraged, but cause them to have the s

45、ense of achievement, form the interests in the communicative activities. The expression of students is limited; teachers should adopt various means to enable students to have sufficient information added, and quickly change into actual communication ability. In addition, the design of English out-of

46、-class activities is diversified. It can make teachers to teach through playing, cause the student to become the truly independent learner gradually.4. Out-of-class Activities and Cultivation of Communication Ability4.1 The Role of Out-of-class Activities in Training of Communication AbilityOut-of-c

47、lass activities are an effective way to develop communicative competence. The classroom instruction and the out-of-class activities are two important constituents in the foreign language teaching system. The foreign language classroom instruction is the basic teaching form, plays the leading role. H

48、owever, it is undeniable that out-of-class activities play an active role in cultivating communicative ability. It can consolidate and strengthen the classroom knowledge, so that the knowledge can be improved further through out-of-class activities. The theme of extra-curricular activities can be co

49、mbined with classroom teaching. They infiltrate mutually, the glossary is related to classroom subject, the sentence and language synthesis utilization ability which could be improved gradually in the practice of out-of-class activities.The goal of foreign language extra-curricular activities is jus

50、t to enhance the ability of students language communication. These hot topics of life as well as various practices, with the real natural language environment, could arouse students study enthusiasm and display their intelligence. Let students study and consolidate English in each kind of activities

51、, enhance their foreign language communication skills.4.2 Current Situation of College Students Out-of-class LearningAs we know，English learning is not restricted in class，and out-of-class learning is also a very important part. Especially for college students, their class time is very limited, so t

52、heir English learning has to depend on their out-of-class learning. As pointed out by professor Zhe, from Beijing University, there are only 288 class periods for college students, while language learning is arduous work. Class time is very limited, so we should teach students how to learn English r

53、ather than teach English. As we know, to a great extent, their English proficiency depends on their own learning. Compared with in-class learning, out-of-class learning is particularly important. It has its unique advantages: first, there is plenty of spare time to exploit for learners, which is the

54、 crucial condition for successful learning; second, out-of-class learning can provide learners real world practice. Additionally, they can help learners broaden their scope of vision and cultivate their learning ability. But for a long time, influenced by our traditional teaching and learning, colle

55、ge students out-of-class learning is far from being satisfactory. The disordered phenomena in learning are very serious, exactly, most college students just learn English blindly according to their own interests, lacking systematical learning plan. Especially, for the freshmen and second-year studen

56、ts, they are often free at beginning and busy when an examination is coming, so their out-of-class learning is often at will and loose. That is to say they have no goals, no directions and no management. They often feel nothing to do or dont know how to do. Whats more, most of them are used to depen

57、ding on the teachers and the textbooks and not accustomed to the learning situation without homework.On the other hand, to our disappointment, facing this serious situation, the colleges and the teachers dont carry out effective measures to organize and direct the students out-of-class learning. The

58、 phenomena become a big barrier for learners to promote their English proficiency. Therefore now, changing this unfavorable situation becomes an urgent task. 4.3 Analysis on the Causes for ProblemsAfter you have learned the current situation of the college students out-of-class learning, I think you cant help asking what the cause for this serious situation is. Of cause, the reasons are various. Taking the college students features of out-of-class learning into consideration, we find that the basic cause is the students previous English learning experience.Before these students