The-communicative-approach---交際教學(xué)法

1、精選優(yōu)質(zhì)文檔-傾情為你奉上精選優(yōu)質(zhì)文檔-傾情為你奉上專心-專注-專業(yè)專心-專注-專業(yè)精選優(yōu)質(zhì)文檔-傾情為你奉上專心-專注-專業(yè)The communicative approach 交際教學(xué)法Application of communicative approach in English teaching交際教學(xué)法在英語教學(xué)中的應(yīng)用1.The creation of authentic situations創(chuàng)建真實(shí)的情況The current teaching methods dont emphasize the real world situation and fail to cultivat

2、e students spontaneity. Artificial conventions and mechanical question-and-answer 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

3、lk about things that are not of their own choosing and not based on their actual needs. Instead, they are provided with a rigid set of guided structures in isolation. Taught in this way, the learners frequently fail when they are faced with the read to produce the language related to a specific situ

4、ation.Simulation techniques seem to be a better alternative, as they seek to place learners in a situation where they are asked to take on different roles and to accomplish their specific tasks, including problem solving. They offer an opportunity for the learners to practice using the language in t

5、he right place at the right time and as appropriately as possible. The most obvious advantage of these kind techniques is that it puts the learners in realistic situations. By simulating the physical circumstances of certain situations, the students can have the opportunity to use and to practice th

6、e sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life. In addition, they can express what they want to say whenever the situation calls for it. The teacher provides the best conditions for learning through creating the realist situati

7、on.目前的教學(xué)方法不強(qiáng)調(diào)真實(shí)的世界形勢,無法培養(yǎng)學(xué)生的自發(fā)性。人工約定和機(jī)械問答序列缺乏靈活的、自發(fā)的交際互動執(zhí)行所需任務(wù)的上下文有關(guān)現(xiàn)實(shí)世界的情況。這樣的課堂教學(xué)力量學(xué)習(xí)者談?wù)摰氖虑椴皇撬麄冏约旱倪x擇,而不是根據(jù)自己的實(shí)際需要。相反,它們提供了一套嚴(yán)格的引導(dǎo)結(jié)構(gòu)隔離。以這種方式教,學(xué)習(xí)者常常失敗時(shí)面對閱讀產(chǎn)生語言相關(guān)的具體情況。仿真技術(shù)似乎是一個(gè)更好的選擇,因?yàn)樗麄儗で蟮胤綄W(xué)習(xí)者的情況他們被要求承擔(dān)不同的角色,完成特定的任務(wù),包括解決問題的能力。他們?yōu)閷W(xué)習(xí)者提供了一個(gè)機(jī)會來練習(xí)使用語言在正確的時(shí)間在正確的位置,盡可能合理。這類技術(shù)的最明顯的優(yōu)勢是,它把學(xué)習(xí)者在現(xiàn)實(shí)的情況下。通過模擬的物理環(huán)

8、境的某些情況下,學(xué)生可以有機(jī)會使用和練習(xí)的那種語言,特別是詞匯相關(guān)情況,以便學(xué)習(xí)者是現(xiàn)實(shí)生活的排練。此外,他們可以隨時(shí)表達(dá)他們想說什么情況需要它。老師通過創(chuàng)建現(xiàn)實(shí)主義提供了最好的學(xué)習(xí)條件情況。2. Students-centered class質(zhì)量類The focus of classroom should be shifted from the teacher to students. The present teaching in China, however, is just the opposite; the class is just mainly teacher-centered.

9、 The teacher does most the talking and always has the whole class under his strict control by lecturing, questioning, correcting students and often supplying correct answers to the exercises. In such a class, the teacher is obviously the most authoritative person. Students always act according to wh

10、at the teacher wants them to accomplish put not what they themselves want to accomplish. Such kind of teachers role, in fact, encourages the students to depend too much on teachers without thinking independently. So it appears that sometimes, even if the students have understood the text they are re

11、ading, they do not have the courage to speak out when called upon, for fear that they may not be right. As a result, the long-term practice of teacher-centeredness in education has actually lessened the opportunities for the students to analyze and judge things for themselves, and it has possibly en

12、couraged the students laziness in thinking. Giving up their natural instincts for active thinking, they may spend most of their time copying from the blackboard, following the teachers talk and taking the note. Too much of this will harm the students initiatives and reduce their enthusiasm in study.

13、 The class should be learners-centered. “Communicative approach makes learners to be themselves and requires the classroom instructor to play a secondary role, trying to keep focus on the students not on him and encouraging students to communicate among themselves.”(Widdowson 1994:36) The teacher is

14、 expected to “l(fā)ead from behind” (Widdowson 8 1994:44), i.e., to act more as adviser and to participate in the interactions if possible. The teacher should allow full scope for his students spontaneous learning process and give more opportunities for the students to talk, perform and express their ow

15、n ideas. In this way, the students will no longer feel inferior. Gradually, they will form a positive attitude toward English studying. The proposed teachers role in the classroom is significant not only for classroom methodological reasons, but also, as we shall see, for its effect on human relatio

16、nships in classroom. This relationship will contribute favorably to effective learning. The role and relationship between the teacher and students are fixed by the students-centered principle. It is to say that the students are the main part in communication, while the teacher helps the students to

17、communicate. The 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 communication. At the same time, the teacher should be a partner of communication - h

18、e takes part in the students communication. Of course, the students should throw themselves into communication actively. They can learn the target language through communication, and improve their listening and speaking ability through communication. These two pieces of principle, of course, will no

19、t solve all the problems, for communication teaching does not only involve methods and techniques but also material development, testing, class organization and possibly the retraining of the staff. These big issues have to be dealt with if a genuine communicative approach is to be followed. “The co

20、mmunicative approach is an effective teaching method” (Littlewood 1991:126), which helps gauge environment, it requires the students to communicate each other in the language they are learning. The students and teachers should put themselves into the “real” scene. Gradually, they accumulate the perc

21、eptual knowledge of English and then develop the sensibility of this language, thus, to achieve the purpose of grasping a language. Communicative approach, on the one hand, emphasizes teaching the students the real language; on the other hand, emphasizes that the students are the hubs of the class.

22、The teacher should just organize and guide the students to have the communicative activities. From some aspects, we can say in the communicative activity, the process is more important than the result. So the teacher must arouse the students enthusiasm to the rein of their subjective initiative comp

23、letely. It can not only avoid the drawbacks of grammar translation methods but also eliminate the ignorance of the students listening and speaking ability. It requires the stressing of listening, speaking, reading and writing. It also emphasizes the meaningful real communication. So in the teaching

24、process, it sets up some language models which can be used in the real communication. Its focal point is to train the students to use the language in communicative circumstance. it helps the students to develop the skill of listening and speaking. It gives the students the chances to participate in

25、the teaching activities. “The aim of teaching English is to develop the students ability of using language communicative ability.” (Widdowson 1994:55) We say the process of teaching is the process of communication, so English teaching should use the communicative approach.課堂的重點(diǎn)應(yīng)該從教師轉(zhuǎn)向?qū)W生。目前在中國教學(xué),然而,恰

26、恰相反,類是主要是以教師為中心。老師大部分說話,總是全班演講在他的嚴(yán)格控制下,質(zhì)疑,糾正學(xué)生和經(jīng)常練習(xí)提供正確的答案。在這樣的課上,老師顯然是最權(quán)威的人。學(xué)生總是按照老師要求他們采取行動,實(shí)現(xiàn)把他們自己想要完成的事沒有。這樣的教師角色,事實(shí)上,鼓勵學(xué)生過分依賴?yán)蠋?沒有獨(dú)立思考。這樣看來,有時(shí)候,即使學(xué)生理解的文本閱讀,他們沒有勇氣說出來呼吁時(shí),擔(dān)心他們可能不是正確的。結(jié)果,長期實(shí)踐teacher-centeredness教育實(shí)際上已經(jīng)減少學(xué)生分析和判斷事物的機(jī)會,并可能在思想上鼓勵學(xué)生的懶惰。放棄他們的天性活躍思維,他們可能會花大部分的時(shí)間復(fù)制從黑板,老師的講話,并注意。太多會傷害學(xué)生們的行

27、動和減少他們學(xué)習(xí)的熱情。類應(yīng)該learners-centered?！敖浑H方法使得學(xué)習(xí)者自己和需要教室老師扮演一個(gè)次要的角色,試圖保持關(guān)注學(xué)生而不是他,鼓勵學(xué)生完成他們之間的溝通?！?Widdowson 1994:36)老師將“鉛從后面”(Widdowson 8 1994:44),即,更多的顧問和參與互動,如果可能的話。老師為他的學(xué)生應(yīng)該允許完整的范圍的自發(fā)的學(xué)習(xí)過程,給學(xué)生更多的機(jī)會說話,執(zhí)行和表達(dá)自己的想法。通過這種方式,學(xué)生們將不再自卑。漸漸地,他們將形成一個(gè)積極的態(tài)度學(xué)習(xí)英語。擬議中的教師角色在教室里是重要的不僅對課堂方法上的原因,但同時(shí),正如我們將看到的,它對人際關(guān)系的影響在教室。這種

28、關(guān)系將提供積極有效的學(xué)習(xí)。老師和學(xué)生之間的角色和關(guān)系是固定的質(zhì)量原則。說學(xué)生是主要的參與交流,雖然老師幫助學(xué)生們交流。老師在課堂上可以扮演幾個(gè)角色:他指導(dǎo)課堂活動,設(shè)計(jì)現(xiàn)場交流,并且他是一個(gè)顧問- - - - - -指導(dǎo)交流和溝通解決問題。同時(shí),教師應(yīng)該是一個(gè)合作伙伴的溝通- - - - - -他參加學(xué)生的交流。當(dāng)然,學(xué)生們應(yīng)該把自己變成積極的溝通。他們可以通過交流學(xué)習(xí)目標(biāo)語言,并通過交流提高他們的聽力和口語能力。這兩個(gè)原則,當(dāng)然,不能解決所有的問題,交流教學(xué)不僅涉及方法和技術(shù)還材料開發(fā)、測試、類組織和員工的再培訓(xùn)。這些重大問題必須處理,如果一個(gè)真正的交際方法是?！敖浑H的方法是一種有效的教學(xué)方

29、法”(Littlewood 1991:126),這有助于判斷環(huán)境,它要求學(xué)生在他們正在學(xué)習(xí)的語言相互交流。學(xué)生和老師應(yīng)該把自己變成“真正的”場景。漸漸地,他們積累英語的感性認(rèn)識,然后開發(fā)這門語言的敏感性,因此,達(dá)到掌握語言的目的。交際的方法,一方面,強(qiáng)調(diào)教學(xué)的學(xué)生真正的語言;另一方面,強(qiáng)調(diào)學(xué)生類的中心。老師應(yīng)該組織和指導(dǎo)學(xué)生的交際活動。從某些方面,我們可以說在交際活動,過程比結(jié)果更重要。因此,教師必須激發(fā)學(xué)生的熱情完全控制他們的主觀能動性。它不僅可以避免語法翻譯方法的缺點(diǎn)也消除無知的學(xué)生的聽力和口語能力。它需要的強(qiáng)調(diào)聽、說、讀、寫。它還強(qiáng)調(diào)了真正有意義的溝通。所以在教學(xué)過程中,設(shè)置一些語言模型

30、可用于真正的溝通。它的重點(diǎn)是培養(yǎng)學(xué)生用語言交際環(huán)境。它可以幫助學(xué)生培養(yǎng)聽力和口語的技巧。它讓學(xué)生參與教學(xué)活動的機(jī)會?！坝⒄Z教學(xué)的目標(biāo)是培養(yǎng)學(xué)生的能力使用語言交際的能力?！?Widdowson 1994:55)我們說教學(xué)的過程就是溝通的過程,因此英語教學(xué)應(yīng)該使用交際的方法。The definition of communicative approach交際教學(xué)法的定義 The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of

31、language learning is communicative competence. Teaching materials used with the Communicative approach often teach the language needed to express and understand different kinds of functions. The approach follows a National syllabus and emphasizes the processes of communication to get information, an

32、d using language for social interaction with other people. This paper presents an analytical study of the communicative approach at many levels. In a word, communicative approach refers to the theory of teaching according to the principle that the students and teachers should genuinely communicate with each other using the target language. 交際的方法是一個(gè)外國或第二語言教學(xué)方法,強(qiáng)調(diào)語言學(xué)習(xí)的目標(biāo)是交際能力。教材使用所需的交際方法經(jīng)常教語言表達(dá)和理解不同類型的功能。遵循國家教學(xué)大綱的方法,強(qiáng)調(diào)溝通的過程信息,并使用語言與他人的社會互動。本文提出了一種分析交際教學(xué)法的研究在許多水平。一句話,交際教學(xué)法是指根據(jù)教學(xué)原則的理論,學(xué)生和老師應(yīng)該真正使用目標(biāo)語言互相交流。Features of commu