英语交际教学法与英语传统教学法在初中课堂的结合与应用
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摘要
众所周知,语言是交际的工具,语言教学就是要培养学生运用语言的交际能力。然而,多年来,在中国传统的中学英语课堂教学中,以教师为中心,以课本为中心的课堂教学方法、语法翻译法、听说法和强记学习法一直处于主导地位。所带来的结果是:“高分低能”、“哑巴英语”。传统的英语教学法已远远不能满足学生的要求。在1990s,中国引进了交际教学法,但行之有效的交际教学法,却没有取得预想的结果。中国学生对交际教学法有着强烈的抵触,他们不愿意一起互相用英语交谈参与交际活动。
为了探究较为适合中国中学生学习英语的方法,本文在第一章,提出了研究的背景,理论依据,学习的目的及研究的问题,重要意义及篇章组织结构,第二章首先分析了传统英语教学法(语法翻译法和听说法)的一些特点及不足之处;探讨了构成交际教学法的基本原则和理论,并对两种课堂教学法的方式、方法及所表现出的特征,及对我国中学英语教学所造成的影响进行了分析。在第三章,用表格和调查表的方式,论述了研究的方法。在第四章,用问卷调查的形式,对交际教学法进行了分析,并得出了结论,我国中学生学习英语的许多缺陷都源于中国传统教育教学观念。
综合以上因素,在第五章进行了归纳,文章还探讨该研究对英语教学的启示意义和其局限性,并对日后研究提出了些建议。
It is well-known that language is mainly for communication, and English-teaching is for students to train them to get ability of communicating with others, however English teaching in junior middle school is often dominated by teacher-centered, book-centered, grammar-translation methods and an emphasis on rote learning. All these have lasted for many years in China. The result is that students are all with "High grades, low ability." So the traditional teaching way cannot meet the demand fo-r present students.
In 1990s, communicative language teaching (CLT) was introduced to China, but it has not obtained the expected results. Some learner-s of English are resistant to the communicative approach. They hate to speak in English in public for communication.
In an attempt to find out what are the most appropriate teaching methods for Chinese students in junior middle schools.
In Chapter one, the author tells about the background of the study, the rationale of the study, the objectives and research questions of the study, the significance of the study and the organization of the chapters.
In Chapter 2, the author first analyzes the feature and disadvantages of the traditional English-teaching approach (grammar-translation and audio-lingual approach), inquires into the basic principle and theory of the communicative approach in English-teaching and analyzes the approach, method and the characteristic showed in the two-way different teaching methods, the influence it makes to Chinese English-teaching in junior middle school. It gives out a basis fact, that is, all drawbacks in English teaching in Chinese junior middle school are due to the traditional educational philosophy.
In Chapter 3,I tell the research design and methodology in questionnaire and tables in details. In Chapter 4, by questionnaires, through data analysis, I get the findings.
At the end of this thesis, implications and limitations of the study and suggestions for future study are covered.
为了探究较为适合中国中学生学习英语的方法,本文在第一章,提出了研究的背景,理论依据,学习的目的及研究的问题,重要意义及篇章组织结构,第二章首先分析了传统英语教学法(语法翻译法和听说法)的一些特点及不足之处;探讨了构成交际教学法的基本原则和理论,并对两种课堂教学法的方式、方法及所表现出的特征,及对我国中学英语教学所造成的影响进行了分析。在第三章,用表格和调查表的方式,论述了研究的方法。在第四章,用问卷调查的形式,对交际教学法进行了分析,并得出了结论,我国中学生学习英语的许多缺陷都源于中国传统教育教学观念。
综合以上因素,在第五章进行了归纳,文章还探讨该研究对英语教学的启示意义和其局限性,并对日后研究提出了些建议。
It is well-known that language is mainly for communication, and English-teaching is for students to train them to get ability of communicating with others, however English teaching in junior middle school is often dominated by teacher-centered, book-centered, grammar-translation methods and an emphasis on rote learning. All these have lasted for many years in China. The result is that students are all with "High grades, low ability." So the traditional teaching way cannot meet the demand fo-r present students.
In 1990s, communicative language teaching (CLT) was introduced to China, but it has not obtained the expected results. Some learner-s of English are resistant to the communicative approach. They hate to speak in English in public for communication.
In an attempt to find out what are the most appropriate teaching methods for Chinese students in junior middle schools.
In Chapter one, the author tells about the background of the study, the rationale of the study, the objectives and research questions of the study, the significance of the study and the organization of the chapters.
In Chapter 2, the author first analyzes the feature and disadvantages of the traditional English-teaching approach (grammar-translation and audio-lingual approach), inquires into the basic principle and theory of the communicative approach in English-teaching and analyzes the approach, method and the characteristic showed in the two-way different teaching methods, the influence it makes to Chinese English-teaching in junior middle school. It gives out a basis fact, that is, all drawbacks in English teaching in Chinese junior middle school are due to the traditional educational philosophy.
In Chapter 3,I tell the research design and methodology in questionnaire and tables in details. In Chapter 4, by questionnaires, through data analysis, I get the findings.
At the end of this thesis, implications and limitations of the study and suggestions for future study are covered.
引文
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[10]Campbell,K.& Zhao.Y.1993,The dilemma of English language instruction in the People's Republic of China.TESO1 journal,2/4.4-6.
[11]Cortazzi,M.& Jin,L,1996,"English teaching and learning in China" Language Teaching Cambridge University Press,29.61-80
[12]Crookes,G&Schmidt,R.W.Motivation:Reopening the research agenda.Language Learning,1991,41(4):469-512.
[13]Curan.C.A,1972,counseling-learning.A whole-person model for education.New York:Rune & Stratton.David Numan(1989) Approaches and Methods in Language Teaching.Foreign Language Teaching and Reaching Press,Cambridge University Press.First version in August,2000,Page 18.
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[15]Dickinson,L.Talking shop:Aspects of autonomous learning.ELT Journal,1993,47(4):330-336.
[16]Dickinson,L.Autonomy and motivation:a literature review.System,1995,23(2):165-174.
[17]Ellis.R,1994,The Study of Second Language Acquisition,Oxford University Press.
[18]Han.Y.1979,The thousand-li horse.In Chinese classical prose.ED.Shi Shun Li.Hong Kong:Chinese University Press.
[19]Harmer Jeremy,2000,How to teach English.Beijing China:Foreign language Teaching and Research Press.
[20]Harvey,P,1985,a lesson to be learned:Chinese approaches to language learning.ELT journal39.183-186.
[21]Hayes David,1997,Helping teachers to cope with large classes,ELT journal.52/2.106-116.
[22]Hymes.D,1972,On communicative competence.In J.B.Pride &J.Holmes(Eds.).Socialinguistics,269-293.City:Penguin.
[23]Jack C Richards and Theodore S.Rodgers 1985:Approaches and Methods in Language Teaching.Foreign Language Teaching and Reaching Press,Cambridge University Press.First version in August,2000,Page 83.
[24]Johnson,K.&Morrow,K,1981,Communication in the classroom.England:Longman Group Ltd.
[25]Lamb,M,1995,The consequences of INSEF.ELTjournal 49/1,72-80.
[26]Larsen-Freeman,D,1986,Techniques and principles in language teaching.Oxford,U.K.:Oxford University Press.
[27]Liao,Xiaoqing,2000,How communicative language teaching became acceptable in secondary schools in China.The Internet TESL journal,41/10.
[28]Littlewood,W.T,1981,Communicativelanguageteaching.Cambidge,U.K:Cambridge University Press.]
[29]Locastro Virginia,2001,Teaching English to large classes-Large classes and student learning.TESOL Quarterly,35/3,493-496.
[30]Long,M.E.,& Porter,P,q985,Group work,interlanguage talk,and second language acquisition.TESOL Quarterly,19,207-228.
[31]McGarray,D.Learner autonomy 4:The role of authentic texts.Dublin:Authentik,1995.
[32]Moskowitz,G,1978,Caring and sharing in the foreign language class.Rowley,MA:Newbury.
[33]Moag,R,1982,English as a Foreign,Second,Native,and Basal Language:A New Taxonomy of English-Using Societies.In New English.Edited by John Pride.Rowley,Massachusetts:Newbury House Publishers.
[34]Ng,C.& Tang,E,1997,Teachers needs in the process of EFL reform in China a report from Shanghai.Perspectives.Hong Kong City University of Hong Kong.9/1.pp.63-85
[35]Nuan,D,1988,The Learner-Centered Curriculum:A study in second language teaching.Cambridge University Press.
[36]Nuan,D,1989,Toward a Collaborative Approach to Curriculum Development:A Case Study.TESOL Quarterly,Vol.23,No.1,9-26.
[37]Nuan,D,1991,Language Teaching Methodology,Prentice Hall International(UK)Ltd.Pemmington,M,1995,The teacher change cycle.TESOLQuarterly.29/4,705-731.Pica,T,& Long,M.H,1986,The classroom linguistic and conversational performance of experienced an inexperienced teachers.In R.Day(ED.),Talking to learn conversation in second language acquisition.Rowley,MA:Newury.
[38]Pica,T.,1987,Second language acquisition,social interaction,and the classroom.Applied Linguistics,8,3-21.
[39]Pica,T,& Doughty,C,1988,Variations is classroom interaction as a function of participations pattern and task.In J.Fine(Ed.),Second language discourse's textbook of current research.Norwood,MA:Ablex.
[40]Rao z,1996,Reconciling communicative approaches to the teaching of English with traditional Chinese methods.Research in the Teaching of English 30/4,458-471.
[41]Richards,J.C.etal,1998,(Trans.)Longman Dictionary of Language Teaching & Applied linguistics.By G uan Yanhong.Beijing:Foreign Language Teachingand Research Press.
[42]Roberts,J.L,1982,recent developments in ELT.InSurveys I and 2ed.V.Kinsella.Cambridge:Cambridge University Press.
[43]Stevick,E.V,1976,Memory,meaning,and method.Rowley,MAA:Newbury.
[44]Tang,LiXing,1983,Part Ⅲ"TEFL in China:yesterday and today".In TEFL in China:
[45]Methods and Techniques.shanghai:shanghai Foreign Language Education Press.53-68
[46]Willis,J,1996,A Framework for Task-Based learning.London:Longman.
[47]陈坚林,《现代英语教学-组织与管理》,上海外语教育出版社,2000.
[48]戴炜栋,“构建具有中国特色的英语教学‘一条龙'体系”.《外语教学与研究》,2001,5.
[49]费小平,段玲莉,“外语教学,传统法,交际法”,《现代外语》,1991.1.
[50]古德(Good,T,L.)布罗菲(Brophy,J.E),(Trans).透视课堂,陶志琼,望凤,邓晓芳泽,北京,中国轻工业出版社,2002.
[51]胡春洞,“外语教学法的综合化多元化趋势”,《外语教学与研究》,1983.4.
[52]胡春洞,王才仁,《英语教学交际论》。广西教育出版社,1999.
[53]李观仪,“传统教学法与交际教学法相结合可乎?”,《外语界》,1999.
[54]刘润清,《外语教学中的科研方法》,北京,外语教学与研究出版社,1999.
[55]刘学证.社会外语需求与外语教学法的变革,《国外外语教学》,2001.2.
[56]束定芳,庄智象,《现代外语教学》,上海:上海外语教育出版社,1996.
[57]王茂金,《中国英语教学理论研究》,西安:陕西师范大学出版社,2001.
[58]张正东,《英语教学法双语教程》,北京,科学出版社,1999.
[59]张正东,《外语立体化教学法的原理与模式》,1999.
[60]张正东,《中国外语教学法理论与流派》,:科学出版社,2000.
[61]张正东,《外语教育学》。北京,科学出版社,2000.
[62]全国首届小学英语优质课大赛课堂教学观摩分析报告,《中小学外语教学》.2001,8,9.
[63]扬瑛,蒋静仪.语言知觉与自主学习.外语界,2001,(4):62-66
[2]Allwright,R,1984,The importance of interaction in classroom language learning.Applied linguistics,5,156-157.
[3]Allwright,RL,1989,Is class size a problem? Report No,3,Lancaster-leeds Language learning in large Classes Research Project.Lancaster:University of Lancaster.
[4]Baker,J.& Westrup,H.2000,The English language teacher's handbook:How to teach large classes with few resources.
[5]Ebbw Vale,U.K.:creative Print and Design.
[6]Barnhouse,K,1981,Understanding and using learner strategies in teaching EFL in China:Notes on teaching English language literature in the People's Republic of China,unpublished manuscript.
[7]Breen,J.,D.Candlin,1980,The essentials of a communicative curriculum in language teaching.Applied Linguistics,1/2,89-112.
[8]Burnaby,and Sun,Yilin,1989,Chinese teachers'views of western language teaching." Context Informs Paradigms.TESOL quarterly,23/2,219-238.
[9]Cai Jing,1995.Chinglish in English teaching and writing.Foreign Language World.3.
[10]Campbell,K.& Zhao.Y.1993,The dilemma of English language instruction in the People's Republic of China.TESO1 journal,2/4.4-6.
[11]Cortazzi,M.& Jin,L,1996,"English teaching and learning in China" Language Teaching Cambridge University Press,29.61-80
[12]Crookes,G&Schmidt,R.W.Motivation:Reopening the research agenda.Language Learning,1991,41(4):469-512.
[13]Curan.C.A,1972,counseling-learning.A whole-person model for education.New York:Rune & Stratton.David Numan(1989) Approaches and Methods in Language Teaching.Foreign Language Teaching and Reaching Press,Cambridge University Press.First version in August,2000,Page 18.
[14]Dickinson,L.Self-instruction in language learning.:Cambridge University Press,1987.
[15]Dickinson,L.Talking shop:Aspects of autonomous learning.ELT Journal,1993,47(4):330-336.
[16]Dickinson,L.Autonomy and motivation:a literature review.System,1995,23(2):165-174.
[17]Ellis.R,1994,The Study of Second Language Acquisition,Oxford University Press.
[18]Han.Y.1979,The thousand-li horse.In Chinese classical prose.ED.Shi Shun Li.Hong Kong:Chinese University Press.
[19]Harmer Jeremy,2000,How to teach English.Beijing China:Foreign language Teaching and Research Press.
[20]Harvey,P,1985,a lesson to be learned:Chinese approaches to language learning.ELT journal39.183-186.
[21]Hayes David,1997,Helping teachers to cope with large classes,ELT journal.52/2.106-116.
[22]Hymes.D,1972,On communicative competence.In J.B.Pride &J.Holmes(Eds.).Socialinguistics,269-293.City:Penguin.
[23]Jack C Richards and Theodore S.Rodgers 1985:Approaches and Methods in Language Teaching.Foreign Language Teaching and Reaching Press,Cambridge University Press.First version in August,2000,Page 83.
[24]Johnson,K.&Morrow,K,1981,Communication in the classroom.England:Longman Group Ltd.
[25]Lamb,M,1995,The consequences of INSEF.ELTjournal 49/1,72-80.
[26]Larsen-Freeman,D,1986,Techniques and principles in language teaching.Oxford,U.K.:Oxford University Press.
[27]Liao,Xiaoqing,2000,How communicative language teaching became acceptable in secondary schools in China.The Internet TESL journal,41/10.
[28]Littlewood,W.T,1981,Communicativelanguageteaching.Cambidge,U.K:Cambridge University Press.]
[29]Locastro Virginia,2001,Teaching English to large classes-Large classes and student learning.TESOL Quarterly,35/3,493-496.
[30]Long,M.E.,& Porter,P,q985,Group work,interlanguage talk,and second language acquisition.TESOL Quarterly,19,207-228.
[31]McGarray,D.Learner autonomy 4:The role of authentic texts.Dublin:Authentik,1995.
[32]Moskowitz,G,1978,Caring and sharing in the foreign language class.Rowley,MA:Newbury.
[33]Moag,R,1982,English as a Foreign,Second,Native,and Basal Language:A New Taxonomy of English-Using Societies.In New English.Edited by John Pride.Rowley,Massachusetts:Newbury House Publishers.
[34]Ng,C.& Tang,E,1997,Teachers needs in the process of EFL reform in China a report from Shanghai.Perspectives.Hong Kong City University of Hong Kong.9/1.pp.63-85
[35]Nuan,D,1988,The Learner-Centered Curriculum:A study in second language teaching.Cambridge University Press.
[36]Nuan,D,1989,Toward a Collaborative Approach to Curriculum Development:A Case Study.TESOL Quarterly,Vol.23,No.1,9-26.
[37]Nuan,D,1991,Language Teaching Methodology,Prentice Hall International(UK)Ltd.Pemmington,M,1995,The teacher change cycle.TESOLQuarterly.29/4,705-731.Pica,T,& Long,M.H,1986,The classroom linguistic and conversational performance of experienced an inexperienced teachers.In R.Day(ED.),Talking to learn conversation in second language acquisition.Rowley,MA:Newury.
[38]Pica,T.,1987,Second language acquisition,social interaction,and the classroom.Applied Linguistics,8,3-21.
[39]Pica,T,& Doughty,C,1988,Variations is classroom interaction as a function of participations pattern and task.In J.Fine(Ed.),Second language discourse's textbook of current research.Norwood,MA:Ablex.
[40]Rao z,1996,Reconciling communicative approaches to the teaching of English with traditional Chinese methods.Research in the Teaching of English 30/4,458-471.
[41]Richards,J.C.etal,1998,(Trans.)Longman Dictionary of Language Teaching & Applied linguistics.By G uan Yanhong.Beijing:Foreign Language Teachingand Research Press.
[42]Roberts,J.L,1982,recent developments in ELT.InSurveys I and 2ed.V.Kinsella.Cambridge:Cambridge University Press.
[43]Stevick,E.V,1976,Memory,meaning,and method.Rowley,MAA:Newbury.
[44]Tang,LiXing,1983,Part Ⅲ"TEFL in China:yesterday and today".In TEFL in China:
[45]Methods and Techniques.shanghai:shanghai Foreign Language Education Press.53-68
[46]Willis,J,1996,A Framework for Task-Based learning.London:Longman.
[47]陈坚林,《现代英语教学-组织与管理》,上海外语教育出版社,2000.
[48]戴炜栋,“构建具有中国特色的英语教学‘一条龙'体系”.《外语教学与研究》,2001,5.
[49]费小平,段玲莉,“外语教学,传统法,交际法”,《现代外语》,1991.1.
[50]古德(Good,T,L.)布罗菲(Brophy,J.E),(Trans).透视课堂,陶志琼,望凤,邓晓芳泽,北京,中国轻工业出版社,2002.
[51]胡春洞,“外语教学法的综合化多元化趋势”,《外语教学与研究》,1983.4.
[52]胡春洞,王才仁,《英语教学交际论》。广西教育出版社,1999.
[53]李观仪,“传统教学法与交际教学法相结合可乎?”,《外语界》,1999.
[54]刘润清,《外语教学中的科研方法》,北京,外语教学与研究出版社,1999.
[55]刘学证.社会外语需求与外语教学法的变革,《国外外语教学》,2001.2.
[56]束定芳,庄智象,《现代外语教学》,上海:上海外语教育出版社,1996.
[57]王茂金,《中国英语教学理论研究》,西安:陕西师范大学出版社,2001.
[58]张正东,《英语教学法双语教程》,北京,科学出版社,1999.
[59]张正东,《外语立体化教学法的原理与模式》,1999.
[60]张正东,《中国外语教学法理论与流派》,:科学出版社,2000.
[61]张正东,《外语教育学》。北京,科学出版社,2000.
[62]全国首届小学英语优质课大赛课堂教学观摩分析报告,《中小学外语教学》.2001,8,9.
[63]扬瑛,蒋静仪.语言知觉与自主学习.外语界,2001,(4):62-66