高中英语交际教学的实验研究
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摘要
教学活动是师生之间进行的双向互动活动。在活动中,双方不仅是交流信息,传授知识,发展技能;更是在交流思想和情感。而英语教学任务的完成也正是通过师生之间,学生之间的交际活动才得以更好地实现,同时英语学习的最终目的也是为了用英语进行交际。近几年来;为交际而教学这一观念已经融入众多外语教师的教学思想中。在内蒙古自治区的高中外语教学中,也不例外。尤其是1996年;英国Longman出版公司与人民教育出版社合作出版的新编中学英语教材使用以来,高中教师已经开始将交际思想运用到实践中去,但效果不是很显著。
本文作者根据当地的具体情况,对包头地区五所中学的部分学生进行了问卷调查,并通过听课和座谈了解本地区高中英语教学中存在片面追求升学率造成了哑巴英语的弊端。在此基础上,作者提出现今在基础英语教学中补充‘激趣’;‘交际’活动的及时性和必要性:陈述了有关的理论依据;指出了这类课堂活动的重要性,并就教师这一教学主体,在教学活动中担任的必要角色进行了介绍,分析。另外,作者对‘激励情趣’‘交际’活动的补充方法提出了一个实践性的分段模式,并列举了一些例子来说明具体的操作方法。最后,对此模式进行了实验研究来证明它的可行性,以及目前在英语教学中需要补充这类活动的及时性。
It is a common-sense fact that teaching and learning is a type of two-sided activities, in which not only information is exchanged, but also thinking and feelings are also involved. The accomplishment of ELT/ELL (English Language Teaching/English Language Learning) tasks is exactly realized by communicative activities between the teacher and students and among the students themselves (Wang Cairen, 1996). The idea of teaching for communication has already been instilled into the minds of many English teachers. There is no exception in ELT/ELL at senior level in the Inner Mongolia Autonomous Region. Particularly, on the use of Senior English for China (published by Longman and People's Educational Press, 1996), the English teachers in middle schools began to apply the communicative ideas to classroom activities, but the efficiency produced seems not quite evident.To get some ideas of the existing weaknesses or problems, the author conducted a questionnaire among parts of the middle school students in five middle schools in the Baotou region, attended several classes, observed and interviewed some of the teachers and students concerned. Then he suggested the necessity and immediacy of implementing 'interest-developed', 'communicative'activities in English classes, stated some relevant theoretical bases, stressed the significance of such classroom activities and made an analysis of different roles of the teacher in classroom activities. Later, a practical model was proposed as its implementation in practice. And finally a small-scaled experiment initially proved its effectiveness in the real
classroom situation and the immediacy of implement with these communicative activities in class.
本文作者根据当地的具体情况,对包头地区五所中学的部分学生进行了问卷调查,并通过听课和座谈了解本地区高中英语教学中存在片面追求升学率造成了哑巴英语的弊端。在此基础上,作者提出现今在基础英语教学中补充‘激趣’;‘交际’活动的及时性和必要性:陈述了有关的理论依据;指出了这类课堂活动的重要性,并就教师这一教学主体,在教学活动中担任的必要角色进行了介绍,分析。另外,作者对‘激励情趣’‘交际’活动的补充方法提出了一个实践性的分段模式,并列举了一些例子来说明具体的操作方法。最后,对此模式进行了实验研究来证明它的可行性,以及目前在英语教学中需要补充这类活动的及时性。
It is a common-sense fact that teaching and learning is a type of two-sided activities, in which not only information is exchanged, but also thinking and feelings are also involved. The accomplishment of ELT/ELL (English Language Teaching/English Language Learning) tasks is exactly realized by communicative activities between the teacher and students and among the students themselves (Wang Cairen, 1996). The idea of teaching for communication has already been instilled into the minds of many English teachers. There is no exception in ELT/ELL at senior level in the Inner Mongolia Autonomous Region. Particularly, on the use of Senior English for China (published by Longman and People's Educational Press, 1996), the English teachers in middle schools began to apply the communicative ideas to classroom activities, but the efficiency produced seems not quite evident.To get some ideas of the existing weaknesses or problems, the author conducted a questionnaire among parts of the middle school students in five middle schools in the Baotou region, attended several classes, observed and interviewed some of the teachers and students concerned. Then he suggested the necessity and immediacy of implementing 'interest-developed', 'communicative'activities in English classes, stated some relevant theoretical bases, stressed the significance of such classroom activities and made an analysis of different roles of the teacher in classroom activities. Later, a practical model was proposed as its implementation in practice. And finally a small-scaled experiment initially proved its effectiveness in the real
classroom situation and the immediacy of implement with these communicative activities in class.
引文
1.于潜:《中小学教育科研指南》,内蒙古教育出版社,2003年。
2.文秋芳:《英语口语测试与教学》上海外语教育出版社 1996年。
3.王才仁:《英语教学交际论》,广西教育出版社,1996年
4.皮连生:《学与教的心理学》,华东师范大学出版社,1997年。
5.刘润清、吴一安:《中国英语教育研究》,外语教学与研究出版社,2000年。
6.刘建华:《交际教学法实践》,学苑出版社 1999年
7.刘道义C.Jacques,Senior English for China,高级中学教科书(高一,高二,高三,)人民教育出版社1995年.
8.谷岳云:《中学英语活动指导》湖南师范大学出版社1999年。
9.宋宁娜:《活动教学论》 江苏教育出版社 1996年
10.郑和钧:《高中生心理学》,浙江教育出版社,1993年。
11.张思中:《张思中外语教学法》上海交通大学出版社1996年
12.胡春洞:《英语教学法》,高等教育出版社,1990年。
13.胡壮鳞:《语言学教程》,北京大学出版社,2001年。
14.贾冠杰:《外语教育心理学》,广西教育出版社,1999年。
15.贾冠杰:《中学英语教学心理研究》湖南师范大学出版社2000年5月.
16.高兰生:《英语测试与试题命制》,人民教育出版社,2002年。
17.李庭芗:《英语教学法》,高等教育出版社,1983年。
18.杨丽珠:《教育科学研究方法》辽宁师范大学出版,1995年。
19.邵瑞珍:《教育心理学》,上海教育出版社,1997年。
20.龚亚夫:《英语教学评估》,人民教育出版社,2002年。
21.龚亚夫:《任务型语言教学》,人民教育出版社,2003年。
22.黄艳华:《交际教学法与大学英语教学改革》《贵州民族学院学报》2001年第1期,第104—105页。
23. Bloom, Taxonomy of Educational Objectives: Bookl, Cognitive Domain. 1956.
24. Claire Kramsch, Language and Culture Oxford University Press, 1998
25. Cunningsworth The Evaluating and Selecting EFL Teaching Materials, London Heinemann. 1984
26. Chomsky, N. Aspects of the Theory of Syntax. Can, Mass.: MIT Press. 1965.
27. David Brazil, A Grammar of Speech, Shanghai Foreign Language Education Press, 1999.
28. Edited by Michael P.Breen and Anddrew Littlejohn: CLASSROOM DECISION-MAKING, Shanghai Foreign Language Education Press, 2002
29. Fred Genesee & Johna A. Upshur: Classroom_based Eualuation in Second Language Education, Shanghai Foreign Language Education Press, 2001 .
30. Gillian Brown & George Yule:Teaching the spoken language, People's Education Press, 2000.
31. Gardner, R and Lamber, W. Attitudes and Motivation in Secord Language Learning, Rowley, Mass; Newbury House. 1972
32. Jack C Richards: The Context of Language Teaching, Foreign Language Teaching and Research Press, 2001.
33. Jeremy Harmer: How to Teach English, Foreign Language Teaching and Research Press, 2000.
34 . James Dean Brown: Understanding Research in Second Language Learning, Foreign Language Teaching and Research Press, 2001.
35. Jim Scrivener: LEARNING TEACHING-a guidebook for English language teachers, Shanghai Foreign Language Education Press, 2002.
36. Jo McDonough Steven McDonough, Research Methods for English Language Teachers, Foreign Language Teaching and Research Press, 2000.
37. Krashen, S. The Input Hypothesis: Issues and Implications. London: Longman. 1985
38. Karen E Johnson: Understanding Communication in Second Language Classroons, People's Education Press, 2000.
39. Krashen,S.D. Principle and Practice in Second Language Acquisition, Oxford: Pergamon Press. 1982.
40. Littlewood, W. Communicative Language Teaching. Cambridge University Press. 1981
41. Long, M. and Richards, J (eds) Methodology in TESOL. Newbury House Publishers. 1987
42. Marion Williams & Robert L.Burden: Psychology for Language Teachers, Foreign Language Teaching and Research Press, 2000.
43. Peter Strevens New Ways in English for Specific Purposes 1977 google.com.
44. Rod Ellis: Second Language Acquisition, Shanghai Foreign Language Education Press, 2000.
45. Richards.J.G and Rodgers,T.S. Apporoaches and Methods in Language Teaching, Cambridge University Press . 1986.
46. Tricia Hedge: TEACHING AND LEARNING IN THE LANGUAGE CLASSROOM, Shanghai Foreign Language Education Press, 2002.
47. Tenth edition Carole Slade, Form and Style: Research Papers, Reports and Theses, Foreign Language Teaching and Research Press, 2000.
48. Stern Hand Book Presentation of Assignments 1983 google.com.
49. Swain, M. Communicative Competence: Some Roles of Comprehensible Imput and Comprehensible Output in Its Development. Newbury House 1985
50. Saville-Troike M. The Ethnography of Communication London: Blackwell. 1982.
51. Spolsky Bibliography of Language Learning Resources 1989 google.com.
2.文秋芳:《英语口语测试与教学》上海外语教育出版社 1996年。
3.王才仁:《英语教学交际论》,广西教育出版社,1996年
4.皮连生:《学与教的心理学》,华东师范大学出版社,1997年。
5.刘润清、吴一安:《中国英语教育研究》,外语教学与研究出版社,2000年。
6.刘建华:《交际教学法实践》,学苑出版社 1999年
7.刘道义C.Jacques,Senior English for China,高级中学教科书(高一,高二,高三,)人民教育出版社1995年.
8.谷岳云:《中学英语活动指导》湖南师范大学出版社1999年。
9.宋宁娜:《活动教学论》 江苏教育出版社 1996年
10.郑和钧:《高中生心理学》,浙江教育出版社,1993年。
11.张思中:《张思中外语教学法》上海交通大学出版社1996年
12.胡春洞:《英语教学法》,高等教育出版社,1990年。
13.胡壮鳞:《语言学教程》,北京大学出版社,2001年。
14.贾冠杰:《外语教育心理学》,广西教育出版社,1999年。
15.贾冠杰:《中学英语教学心理研究》湖南师范大学出版社2000年5月.
16.高兰生:《英语测试与试题命制》,人民教育出版社,2002年。
17.李庭芗:《英语教学法》,高等教育出版社,1983年。
18.杨丽珠:《教育科学研究方法》辽宁师范大学出版,1995年。
19.邵瑞珍:《教育心理学》,上海教育出版社,1997年。
20.龚亚夫:《英语教学评估》,人民教育出版社,2002年。
21.龚亚夫:《任务型语言教学》,人民教育出版社,2003年。
22.黄艳华:《交际教学法与大学英语教学改革》《贵州民族学院学报》2001年第1期,第104—105页。
23. Bloom, Taxonomy of Educational Objectives: Bookl, Cognitive Domain. 1956.
24. Claire Kramsch, Language and Culture Oxford University Press, 1998
25. Cunningsworth The Evaluating and Selecting EFL Teaching Materials, London Heinemann. 1984
26. Chomsky, N. Aspects of the Theory of Syntax. Can, Mass.: MIT Press. 1965.
27. David Brazil, A Grammar of Speech, Shanghai Foreign Language Education Press, 1999.
28. Edited by Michael P.Breen and Anddrew Littlejohn: CLASSROOM DECISION-MAKING, Shanghai Foreign Language Education Press, 2002
29. Fred Genesee & Johna A. Upshur: Classroom_based Eualuation in Second Language Education, Shanghai Foreign Language Education Press, 2001 .
30. Gillian Brown & George Yule:Teaching the spoken language, People's Education Press, 2000.
31. Gardner, R and Lamber, W. Attitudes and Motivation in Secord Language Learning, Rowley, Mass; Newbury House. 1972
32. Jack C Richards: The Context of Language Teaching, Foreign Language Teaching and Research Press, 2001.
33. Jeremy Harmer: How to Teach English, Foreign Language Teaching and Research Press, 2000.
34 . James Dean Brown: Understanding Research in Second Language Learning, Foreign Language Teaching and Research Press, 2001.
35. Jim Scrivener: LEARNING TEACHING-a guidebook for English language teachers, Shanghai Foreign Language Education Press, 2002.
36. Jo McDonough Steven McDonough, Research Methods for English Language Teachers, Foreign Language Teaching and Research Press, 2000.
37. Krashen, S. The Input Hypothesis: Issues and Implications. London: Longman. 1985
38. Karen E Johnson: Understanding Communication in Second Language Classroons, People's Education Press, 2000.
39. Krashen,S.D. Principle and Practice in Second Language Acquisition, Oxford: Pergamon Press. 1982.
40. Littlewood, W. Communicative Language Teaching. Cambridge University Press. 1981
41. Long, M. and Richards, J (eds) Methodology in TESOL. Newbury House Publishers. 1987
42. Marion Williams & Robert L.Burden: Psychology for Language Teachers, Foreign Language Teaching and Research Press, 2000.
43. Peter Strevens New Ways in English for Specific Purposes 1977 google.com.
44. Rod Ellis: Second Language Acquisition, Shanghai Foreign Language Education Press, 2000.
45. Richards.J.G and Rodgers,T.S. Apporoaches and Methods in Language Teaching, Cambridge University Press . 1986.
46. Tricia Hedge: TEACHING AND LEARNING IN THE LANGUAGE CLASSROOM, Shanghai Foreign Language Education Press, 2002.
47. Tenth edition Carole Slade, Form and Style: Research Papers, Reports and Theses, Foreign Language Teaching and Research Press, 2000.
48. Stern Hand Book Presentation of Assignments 1983 google.com.
49. Swain, M. Communicative Competence: Some Roles of Comprehensible Imput and Comprehensible Output in Its Development. Newbury House 1985
50. Saville-Troike M. The Ethnography of Communication London: Blackwell. 1982.
51. Spolsky Bibliography of Language Learning Resources 1989 google.com.