交际外语教学在中国农村地区的应用

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1、天津科技大学研究玺学位论文申请顼士学位)》交际外语教学在中国农村地区的应用淮安三所中学英语教学琬状调逛专迪名称外国语言学及语言指导教帅:扬秦教授研究生姓名:张洪英中请学位级别:文皎士论文谋交丨期:年n分类号:学校代码:密级:研究生学号:交际外语教学在中国农村地区的应用淮安三所中学英语教学现状调查专业名称:外国语言学及应用语言学指导教师姓名:杨秀珍教授研究生姓名:张洪英申请学位级别:文学硕士论文提交期:年月论文课题来源:自选学位授予单位:天津科技大学nApplicationofCommunicativeLanguageTeachinginChina"sRuralAreas-ASurveyofEnglishTeachinginThreeMiddleSchool

2、sinHuai"anAThesisSubmittedtoTianjinUniversityofScienceandTechnologyinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsbyZhangHongyingUndertheSupervisionofProf.YangXiuzhenSchoolofForeignLanguagesTianjinUniversityofScienceandTechnologyDecember,2010n天津科技大学学位论文原创性声明本人郑重声明:所呈交的论文是本人在导师的指导下独立进行研究工作所取得的成果。除文中特别加以标注引用的内容外,本论文不包

3、括任何其他个人或集体已经发表或撰写的成果内容,也不包括为获得天津科技大学或其它教育机构的学位或证书而使用过的村料。对本文研究做出重要贡献的个人和集体,均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。作者签名:级糸(日期:!£年月日知识产权和专利权保护声明本人郑重声明:所呈交的论文是本人在导师具体指导下并得到相关研究经费支持下完成的,其数据和研究成果归属于导师和作者本人,知识产权单位属天津科技大学;所涉及的创造性发明的专利权及使用权完全归天津科技大学所有。本人保证毕业后,以本论文数据和资料发表论文或使用论文工作成果时署名第一单位仍然为天津科技大学。本人完全意识到本声明的法律后果由本人承担。作者签名:円期:》丨丨年月円学位论文版权使用授权书本学位论文作者

4、完全了解学校有关保留、使用学位论文的规定,同意学校保留并向国家有关部门或机构送交论文的复印件和电子版,同意公布论文的全部或部分内容,允许论文被查阅和借阅。本人授权天津科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检索,可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。保密□请在方框内打“々”,在年解密后适用本授本学位论文属于不保密请在方框内打“十。作者签名:浼氣期:年‘期:切、丨年?月円nAcknowledgementsIwouldliketoavailmyselfofthisopportunitytoextendmygratitudetoallthosewhomadethecompletionofthisthesispossible.Firstly

5、,IwouldliketoexpressmysincereappreciationandthankstomysupervisorProf.YangXiuzhen,forprovidingmeanopportunitytocarryouttheresearchunderhersupervision.Iamhighlyindebtedforheravailability,constantencouragement,continuousguidanceandsupport,andprovidingmeanexcellentworkingenvironment.MysincerethanksalsogotoMr.ChenJiansheng,Mrs.GaoWeiandothert

6、eachersthroughoutmygraduatestudyatlianjinUniversityofScienceandTechnology.Theyprovidemetiieirvaluableknowledgeandskillsandnecessaryfacilitiestoaccomplishmystudysuccessfully,IalsoremembermyclassmatesTangYiqun,XuJingyingandZhangYanforsharingtheirideasandcreatingabetterstudyenvironmentduringmywholestudyperiod.Finally,Iwouldliketoexpressmysp

7、ecialgratitudetomyparentsandmyhusbandfortheirencouragementandsupportinmychosencareerpath.nAbstractThemainpurposeoftheresearchwastoinvestigatethestatusquooftheapplicationofCommunicativeLanguageTeaching(CLT)inHuai"anruralmiddleschoolsandhopedthatitcouldbeusedasawindowtogettoknowthecurrentsituationoftheuseofCLTinmostofthemiddleschools

8、inChina"sruralareas.150studentsinGradeTwoand18EnglishteachersfromthreemiddleschoolsinHuai"anruralareaswereinvolved.ThethreemiddleschoolsarerespectivelyNanchenjiMiddleSchool,HepingMiddleSchoolandZhuqiaoMiddleSchool.TheinvestigationwasconductedfromMarchtoMay,2010.Withthehelpofaquestionnaireandinterview,especiallyclassroomobservat

9、ions,theauthorfoundthatCommunicativeLanguageTeachinghasalreadybeenusedbymostEnglishteachersinthearea,andtheapplicationofCLThasmadecertainprogressinHuai"anruralmiddleschools.IntheirEnglishclassrooms,studentsaremostoftenthecenterofclass.Theteachersoftentrytoprovidethestudentswithmoreopportunitiestocommunicatewithothers.Therearemorecla

10、ssroomactivitieswhichthestudentscantakepartinthanbefore.Classroomactivitieshavealsobecomemorecolorfulanddiverse.Thestudents"communicativecompetencehasbeenimprovedalotowingtotheuseofCLT.Thesituationmainlyresultedfromfourfactors:(1)thepromulgationofnewmiddleschoolEnglishteachingsyllabus;(2)theuseofnewmiddleschoolEnglishtextbooks;(3)th

11、edevelopmentofteachingtraining;(4)somechangesintheassessmentsystem.AlthoughCommunicativeLanguageTeachinghasalreadybeenusedandachievedgoodteachingresultsinsomeruralmiddleschools,someproblemsstillexistnotonlyinHuia"anareas,possiblyinotherruralmiddleschoolsaswell,suchasshortageofqualifiedEnglishteachers,influenceoftraditionalforeignlan

12、guageteachingmethods,large-sizedclasses,somemisunderstandingsofCLT,theimpactofexamination-orientededucation,aswellasshortageofbetterteachingfacilities.Towardstheendofthethesis,somesuggestionswereputforwardaimingtohelpimproveourruralmiddleschools"Englishteachingandlearninginthefuture,includingfurtheringteacherdevelopment,combiningCLT

13、withtraditionalteachingmethods,nperfectingthetestingsystembasedonCLT,increasingeducationfundsandusingmoreadvancedteachingfacilities,improvingstudents,n摘要本研究的主要目的是调查交际外语教学在江苏省淮安市农村中学英语教学中应用情况的现状,并且希望借助此项调查,以小见大,了解一下在中国农村地区大部分中学里交际外语教学的使用情况。本研究的调查对象涉及淮安三所农村中学的名初二学生以及名英语教师。这三所中学分别是南陈集中学、和平中学以及朱桥中学。幵展调查研究的时间是年月至月。借助调查问卷和访谈,尤其是课堂观察,作者发现在淮安农

14、村中学英语教学中大部分教师已经使用交际外语教学,并且,交际外语教学的使用也取得了一些进步。在他们的英语课上,学生经常是课堂的中心。教师尽可能提供给学生更多与别人自由交流的机会。与以前相比,学生能参与的课堂活动明显增多,课堂活动的类型也更加丰富多彩。由于交际外语教学的使用,学生的交际能力明显提高。这种情况的出现主要归因于以下四方面的因素:(新的中学英语教学大纲的颁布;新的中学英语教材的使用;(教师培训的发展;(评估体系发生了…些变化。虽然一些农村中学英语教学使用了交际外语教学并且取得了较好的教学效果,但是在使用的过程中仍然存在一些题,这些题不仅仅只存在于淮安地区,可能在其他地区的农村中学里也存在类似的问题,比如合格英语教师的缺乏、传统外语教学方法带来的影响、大班授课、对交

15、际外语教学的若干误解、应试教育的影响以及缺乏见好的教学设施。在论文的结束部分,作者提出了一些建议,旨在帮助改善今后我们农村屮学的英语教学和学习。这些建议包括进一步促进教师发展、把交际外语教学与传统教学方法相结合、完傳在交际外语教学基础之上的测试体系、增加教竹投资、使用更加先进的教学设施、提高学生对英语学习策略的使用和培养他们学习的自主性,以及巩固学生n的英语基础。关键词:交际外语教学;中国农村地区;应用;交际能力;淮安;中学英语教学nCONTENTSAcknowledgementsAbstract(inEnglish)Abstract(inChinese)ChapterOneIntroduction1.1ResearchBackground1.2Purposeand

16、ResultsoftheStudy1.3ThesisStructureChapterTwoLiteratureReview52.1CommunicativeLanguageTeaching2.1.1BackgroundandDevelopment..2.1.2TheoreticalBasis2.1.3Definitions112.1.4FeaturesandPrinciples132.1.5Evaluation162.2ResearchonCommunicativeLanguageTeachinginChina172.2.1Late1970stoMid1980s172.2.2Mid1980stoLate1980s192.2.31990stoPresent20Chapte

17、rThreeResearchDesign233.1Objectives233.2Subjects233.3DataCollectionMethods253.3.1ClassroomObservation253.3.2Questionnaire263.3.3Interview27ChapterFourFindingsandDiscussions294.1Findings29n4.1.1Students"ActivitiesinClass294.1.2Teachers"RolesinClass334.1.3Students"RolesinClass354.1.4Students’n1-2:SecondClassroomObservation

18、791-3:ThirdClassroomObservation811-4:FourthClassroomObservation811-5:FifthClassroomObservation831-6:SixthClassroomObservation83AppendixII:InformationfromStudents"Questionnaire84AppendixHI:InterviewQuestionsandAnswers87AppendixIV:QuestionnaireforStudents(InChinese)92AppendixV:InterviewQuestionsforTeachers(InChinese)94xin科技人学硕学位论文nC

19、hapterOneIntroductionnewtendencyinrecentyears,EnglishTeachingSyllabusforFull-timeJuniorMiddleSchoolsandEnglishCurriculumStandard(mainlyforseniormiddleschools)havealsoacceptedthemeritsofCommunicativeLanguageTeaching.Theybothlaymorestressonlanguageuseandpaymoreattentiontodevelopingstudents"communicativeabilities.Therefore,toalargeexte

20、nt,itsemergenceandvigorousdevelopmenthaveinjectedanewvitalityintoChina"sEnglishteaching,,,,,,n天渾科技人学硕士学位论义,,’’’nChapterOneIntroductioaLanguageTeachingandtheshortageofmodemteachingfacilitiesetc.Tosumup,thisresearchhopestobroadenourvision,helpustohaveabetterunderstandingoftheessenceandcontentofCommunicativeLanguageTeaching,andprovid

21、esomeinformationthroughwhichwemaygetaroughviewabouttheEnglishteachinginthevastruralareasofChina.13ThesisStructureThisthesisconsistsofsevenchapters.ChapterOnegivesabriefintroductiontotheresearchbackground,purpose,resultsofthestudyandstructureofthispaper.ChapterTwoofersliteraturereviewwhichprovidesthetheoreticalbasisofthisstudy,namelyCommu

22、nicativeLanguageTeachinganddescribestheresearchsituationofCLTathomeandabroad.ChapterThreepresentstheresearchdesignindetail,includingobjectives,n天体科技人学硕丨:学位论文nChapterIWoliteratureReviewpotentialoflanguage.ChristopherCandlinandHenryWiddowson,,,,n天津科技大学硕士学位论文,,,,,,,,,nChapterTwoliteratureReviewofCommunicativeLanguageTeaching.BeforeHymes

23、,“,,“,,汪,,n天律科技大学硕士学位论文,nChapterIWoliteratureReviewCanaleandSwainpointoutthat"ourpurposeistoexploretheimplicationsofthistheoreticalframeworkforfurtherresearchandforteachingandtestingingeneralsecondlanguageprogramsattheinitialstagesofse(X>ndlanguagestudy”,叫纽,,n天津科技大学硕士学位论文“nChapterTwoLiteratareReviewApproach(CA),,n天津科技大学硕学位论文

24、“”,“,,“,’,nChapterIWoLiteratureReviewAnotherfeatureofCommunicativeLanguageTeachingisitsfocusoncommunicativeandcontextualfactorsinlanguageuseanditsemphasisonthesocial-culturalcontext.Thelanguagecannotbelearnedinisolation.CommunicativeLanguageTeachingholdsthatlanguageisforcommunicationintheintercourseprocessandcommunicationisaprocessrathe

25、rthanaresult.Thetotalmeaningofanutterancecanonlybededucedwithanassociationtoitssocio-culturalcontext.Theleamer-centeredandexperience-basedviewoflanguageteachingisalsoafrequentlyciteddimensionofCLT.Experienceisthebestofallschools.Theidealcurriculumshouldconsistofwell-selectedexperiences(Applebee1974:119).Individuallearnersareseesaspossess

26、inguniqueinterests,styles,needsandgoals,whichshouldbereflectedinthedesignofmethodsinstruction.AfailuretoaccommodatetheuniquenesswillgeneratesuchlearnerswhoarenotaccordedthegreatestopportunityforlearningandforobtainingknowledgeofEnglish.Andthelastfeature,butnottheleastoneatallislearningbydoing.CommunicativeLanguageTeachingencouragesemphas

27、isonpracticeasawayofdevelopingcommunicativeskills.Thetargetlanguageislearnedbestthroughtheprocessofstrugglingtocommunicate.Fromtheverybeginninglearnersshouldbeencouragedtoengagethemselvesinmeaningfulcommunication.AsfortheprinciplesofCommunicativeLanguageTeaching,themostpopulardiscussionisgivenbyFinocchiaroandBrumfit(1983:91-93).(1)Teachi

28、ngislearaer-centeredandresponsivetothestudents"needsandinterests.(2)Thetargetlanguageisacquiredthroughinteractivecommunicativeusethat14n天津科技大学硕学位论文,nChapterTwoLiteratureReview(15)Intrinsicmotivationwillspringfromaninterestinwhatisbeingcommunicatedbythelanguage.CommunicativeLanguageTeaching,basedontheaboveprinciples,challengesourun

29、derstandingofthegoalsofforeignlanguageteaching.Itmakesfulluseofthereal-lifesituations.Theteachercanestablishasituationthatstudentsarelikelytoencounterinreallife.CommunicativeLanguageTeachingcanleavestudentssuspenseastotheoutcomeofaclassexercise.Accordingtotheirreactionsandresponses,theoutcomeofthedialogueswillvary.Thestudents,motivationt

30、ostudycomesfromtheirdesiretocommunicateinmeaningfulwaysaboutmeaningfultopics.MargieS.Bemsoncesaid,"languageisinteraction;itisaninterpersonalactivityandhasaclearrelationshipwithsociety.Inthislight,languagestudyhastolookattheuse(function)oflanguageincontext,bothitslinguisticcontext(whatisutteredbeforeandafteragivenpieceofdiscourse)and

31、itssocialorsituationalcontext(whoisspeaking,whattheirsocialrolesare,whytheyhavecometogethertospeak)’,,n天淨科技大学硕上学位论文,,nChapterIWoLiteratureReviewChinabyscholarsinculturalexchan^andvisits.Amongallthetheoriesandpedagogies.CommunicativeLanguageTeachingwasoneofthemostimportantforeignlanguageteachingtheories.Themajorarticlesandbookspublished

32、duringthisperiodincludedTalkaboutCommunicativeApproachwiththeBritishFriends(QinXiaomeng1979),评,,,n天丨科技人学硕丨:学位论文,,“,”,nChapterTwoLiteratureReviewSpecificallyinforeignlanguageteaching.Forexample.ImplementationofCommunicativeApproachinChina*sEnglishTeaching(JiaDelin1989),CommunicativeCompetenceandLinguisticPrinciples(GuYunying1986)andTheR

33、esearchfromHowtoTeachtoHowtoLeam(SunLi1989)etc.2.231990stoPresentThisphasewasmainlytheelevationofresearchscaleandlevelonCommunicativeLanguageTeachinginChina.Duringthisperiod,thereweregreatimprovementsontheresearchlevelofCommunicativeLanguageTeaching:richerinresearchcontentandmoreprosperousinthefield.Aftertheresearchandpracticeofmanyyears

34、,foreignlanguageteachingcirclebegantoreviewandevrfuateCommunicativeLanguageTeachingwithmorecahaandrationalattitude.Therefore,closecombinationoftheoryandteachingpracticebecamethemainfeaturefortheresearchofCLTinChina.Forinstance,manyexpertswrotesomearticlesonhowtoapplyCommunicativeLanguageTeachingtovariousaspectsofEFLteaching,,,,n天渾科技大学硕学

35、位论文,,,,,nChapterTWoliteratureReviewStudents’”,,,n天津科技大学硕士学位论文,nChapterThreeResearchDesignpastsemesters.ThebasicinformationaboutthesesubjectsislistedinTable3.1.ThethreemiddleschoolsinHuai^anareNanchenjiMiddleSchoolinHuaiyinDistrict,HepingMiddleSchoolinQingpuDistrictandZhuqiaoMiddleSchoolinChuzhouDistrict.Theauthorchosethesethreemiddles

36、choolsmainlybecausetheycanrepresentthebest(NanchenjiMiddleSchool),theaverage(HepingMiddleSchool)andtheweak(ZhuqiaoMiddleSchool)juniormiddleschoolsrespectivelyaccordingtotheassessmentoftheEducationDepartmentofJiangsuProvince.Tabic3.1BasicInformationof150StudentsSchoolSchoolStatusNumberofSubjectsSubjects,n灭淨科技大学硕学位论义,’nChapterThreeResear

37、chDesign33.2QuestionnaireTherewerealtogether150studentsfromthethreemiddleschoolstodothequestionnaires,soastogetascloseaspossibletothefactsabouttheirEnglishlearningandtheirteacher"steaching.ThequestionnairewaswritteninChineseinordertoavoidanytroubleinunderstandingthesequestions,sothattheresultswouldnotbeafectedbylangua群,n天津科技大学硕士学位论

38、文丨nChapterThreeResearchDesignQuestion7:Whatdoyouthinkabouttherelationshipbetweenteachersandstudentsinclass?28n天津科技人学硕」:学位论文’,,’nChapterFourFindingsandDiscussionslearningenthusiasmandimprovetheircommunicativecompetence.Students-studentsinteractionpatternhasbecomeincreasinglypc^ular.IntheclassroomofClass1,,,,、,,,,,,,n天津科技大学硕士学位论文,,,,,,

39、nChapterFourFindingsandDiscissionsTable4.1Students"ClassroomActivitiesSchoolClassActivityTime%SummaryNanchenji1,,,,,,,,n天津科技人学硕上学位论文,’’,,nChapterFourFindingsandDiscussions(seeAppendix1-1andAppendix1-2),,“”’n天律科技大学硕丨:学位论文,,,“”“nChapterFourFindingsandDiscussionsword,inthestudents-dominatedclass,theyareoftengivenmanyopportunitiest

40、ocarryoutvariouscommunicativeactivitiesandperformtheirrolesfullyduringtheprocessofactivities,,,,n天律科技人学硕学位论文’,nChapterFourFindingsandDiscussionsstructure-basednationalunifiedsyllabuswithanewEnglishTeachingSyllabusforFull-timeJuniorMiddleSchools,,,,,,“,,”’n天津科技大学硕士学位论文”’,nChapterFourFindingsandDiscussionsmiddleschoolstudentsfordevelop

41、ingcommunicativeabilitiesinEnglishandmeetingtheirneedsinthefuture.Theyhavealsocreateddiversecommunicativesituationsforthestudentstopracticethelearntmaterialsinoralandwrittenforms.ItisverynecessarytopointoutthatHuai"an,acityinJiangsuProvince,alsoquicklyandtimelyadapteditselftothenewcurriculumreform.Thesurveyshowsthatailthejuniormiddl

42、eschoolsinHuai,—,虹’,n天渾科技大学硕学位论文,nChapterFourFindingsandDiscussionsTable4.3:Unit1PastandPresentStructureSpecificContentsandRequirementsComicstripAdialoguebetweenEddieandHobotoguidethisunitWelcometotheunitTransportatdiferenttimesReadingTimeshavechangedAninterviewVocabularyOppositesGrammarPresentperfecttenseE.g.EddiehaslivedwithMilliefor

43、fouryears.Timeexpressionswiththepresentperfecttensealready,ever,,,,n天津科技人学硕丄学位论文,,,nChapterFom-FindingsandDiscussionswellastheiroutcomes.Inthepast,middleschoolEnglishtestpapersinHuai"anruralareasmainlyincludedthefollowingfourparts:multiplechoicequestions(mainlycheckingthestudents"masteryofgrammeandvocabulary),cloze(testingthe

44、students"grammarandvocabulary),readingcomprehension(checkingthestudents,,,,n天津科技大学硕士学位论文nn灭津科技大学硕学位论文,,’nChapterFiveProblemsbeseeninourmiddleschoolEFLteaching.ThesixclassroomobservationsshowedthatoneteacherinZhuqiaoMiddleschoolstillusedthetraditionalgrammar-translationmethodmostofthetimeandspentmuchtimeexplaininggrammar,vocabula

45、ryandthetextinChinese.Thatistosay,如,,,“,,“n天津科技大学硕学位论文,”“,nChapterFiveProblemsaltogether30EnglishtethersinthethreeinvestigatedmiddleschoolsinHuai"an.AccordingtotheabovethreequalificationsforqualifiedEnglishteachers,only50%oftheEnglishteachersfullymeettheabovethreecriteria.AbouthalfoftheteachershavevariousproblemsintheirEnglishteac

46、hing.Forexample,someforeignlanguageteacherswereonlygoodatteachingsomeEnglishgrammarandvocabulary.Intheiropinions,grammar-translationmethodmaybethemostacceptableteachingmethod.Someotherteachersoftenusedbodylanguage,放“n天渾科技人学硕丨学位论文,,’,厂nChq>terFiveProblemsclBSSTOomissixty.Thethirdclassconsistsoffifty-fivestudents.Thefourthclassismadeu

47、poffifty-threestudents.Thenumberofstudentsissixty-twointhefifthclassroom.Thesixthclassismadeupoffifty-ninestudents.Besides,,,紐,,“’,n天渾科技人学硕丨:学位论文,’nChapterFiveProblemsbecauseofthepressureofexaminationsandthedeep-rootedforeignlanguagelearningmotivationandideologyofthestudents,theyoftenhavetoreturntotraditionalteachingmethods.Theresultof

48、questionnaireindicatedthatabout62.79?ofthesubjectsthoughtthatthemajorreasonoflearningEnglishwasthatitwasacompulsorycourseintheCollegeEntranceExamination.Someteachersintheinterviewsaid,,,,,n天津科技大学硕学位论文“”“,’nChapterFiveProblemsviews,’,’“”n灭丨淨科技人学硕丨:学位论文,,“’“”nChapterFiveProblemsdirectorintheEnglishoficesaid,"Thereisamodemlanguagel

49、abandthisistheresultofapplicationsformanytimes.Owingtotheshortageofeducationfunds,atpresent,themodernlibraryhasnotyetbeenbuiltinourmiddleschool,,n尺科技人学硕士学位论文nChapterSixSuggestionsSecond,功n天渾科技人学映学位论文,nChapterSixSuggestions---MyOpiniononCollegeEnglishTeachinginBasicStagesandpointedout,"foreignlanguageteachinginChinashouldcarryfor

50、wardthestrengthsoftraditionalmethods,abandontheirshortcomings,,,,,,,n天淨科技人学硕学位论文,,’,nChapterSixSuggestionsFirstly,thelocalgovernmentandrelevanteducationdepartmentshouldincreasetheirinvestmentintheelementaryandsecondaryeducationthere.ThereshouldbemorebudgetfortheEnglishteachingsothattheycangetmorequalifiedteachers,morespaciousclassrooms

51、,moreadvancedteachingequipmentandsmallersizedclasses.(Myunderthissituation,canenoughlanguagelabsandmodemlibrariesbepossible,andalsotheproblemofbigclassesinourruralmiddleschoolsbesolvedassoonaspossible.Withthehelpoftheseteachingfacilities,theteachersandthestudentscangainaneasyaccesstosomebetterEnglishmaterialsandEnglishlanguageteachingand

52、le^uningenviromnent.Secondly,themiddleschoolsinourruralareasshouldcarryoutmoreefectiveclassroomEnglishteachingwiththehelpofmultimedia.Withthefastdevelopmentofmodemeducationaltechnology,teachingwithmultimediacannotonlyhelptotransmitinformationmorequicklyandeffectivelybutalsoenablestudentstounderstandtheteachingcontentsmoreeasilyandthoroug

53、hly.Moreover,itcanalsohelptoachievethefollowingobjectives:fewerschoolhours,largercapacity,,n灭涕科技火学硕学位论文,‘‘“,,nChapterSixSuggestionshowtoleamanduseEnglish.Therefore,helpingthestudentstoformgoodlearninghabits,虹’,n天渾科技大学硕士学位论文,’,’,,,nChapterSixSuggestionsEn^ishexaminationsandgethigherscores.Mostimportantly,Englishlearningcanhelpthestude

54、ntstocultivategoodcommunicativecompetenceandpromotethestudents,,“’,n天津科技大学硕士学位论文nChapterSevenConclusionchangeshavetakenplaceintheassessmentsystem.Secondly,althoughCommunicativeLanguageTeachinghasalreadybeenusedandachievedgoodteachingresultsinsomeruralmiddleschools,,,,’,n天津科技大学硕士学位论文对,,,,,,,,”nBibliographyCortazzi,M.andJin,L.X,"E

55、nglishTeachingandLearninginChina."LanguageTeaching29.1(1996):61-80.Finocchiaro,M.andC.Brumfit.TheFunctional-NotionalApproach:FromTheorytoPractice.NewYork;OxfordUniversityPress,1983.Halliday,M.A.TL.AnIntroductiontoFunctionalGrammarLondon;Arnold,1994._一——,,n天律科技大学硕丨:学位论文,,“■,““”nBibliography25.2(1991):261-277.—‘,,,,“”n天津科技大学硕士学位论义,

56、,,,,“”李观仪(《具有中国特色的英语教学法》上海:上海外语教育出版社,《新编英语教程》上海:上海外语教育出版社,…“在培养语言能力的基础上培养交际能力《外语界》第期(“传统教学法与交际教学法相结合可行乎高校英语专业甚础阶段英语教学法之我见《外语界》第期(—“应用沿学与外语教学《外国语》第期(李筱菊(《交际英语教程》海:上海外语教—出版社,《外语教学的交际教学法》《外语教学与研究》第期(李文中(“交际法教学及:其在中国的困境《外语教学》第期(nBibliography95-98.刘小杏,宋敏“交际教学法对改善大学生聋观英语现状的可行性研究《湖南人文科技学院学报》第期(刘学证(“社会外语需求与外语教学法的变革《国外外语教学》第期(刘正光(“测试交际语言教学中亟待解决的

57、问题《外语与外语研究》第期(吕蒙(“交际教学法在农村高中英语阅读教学中的应用河南永城市实验高中个案华中师范大学,顾芸英(“交际能力与语言学原则《外语教学与研究》第期(国家教委《全制初级中学英语教学大纲》北京:北京师范大学出版社,胡春洞(《交际法理论》广西:广西教育出版社,胡文仲(“交际教学法初探《外国语》第期(贾德霖(‘‘交际法在我国英语教学中的实施《现代外语》第期(江苏省教研室《牛津初中英语》南京:译林出版社金国芬(“交际能力与交际法《外语教学与研究》第期(秦小孟(“与英国朋友谈交际法《外语教学与研究》第期(辛斌(“交际教学法:问题与思考《外语教学与研究》第期(徐强(《交际法英语教学和考试评估》上海:上海外语教育出版社张兴旺(英语教学与交际能力《语言教学与研究》第期(

58、n天津科技大学硕士学位论文中华人民共和国教育部《英语课程标准》北京:北京师范大学出版社,陈辽坤(“交际法与中学英语教学《现代外语》第期(程晓堂《英语学习策略》北京:外语教学与研究出版社,史宝辉(“交际式语言教学二十五年《外语教学与研究》第期(苏承志(《英语交际能力与策略》上海:复旦大学出版社,孙■“从研究如何教到研究如何学《外语教学与研究》第期(闫爱枝(“交际教学法在北京高中英语教学中的应用研究首都师范大学,应艳请“交际法在初中英语语法教学中的应用研究江西师范大学,王军,闰光明(“浅谈交际法在高职旅游英语教学中的具体应用《中国环境管理干部学院学报》第期(王琦(“高中英语交际教学法的研究辽宁师范大学王霞,罗德琼(“交际教学法在国内大学英语教学中面临的困境与对策《柳州师专

59、学报》第期(王才仁(《英语教学交际论》广西教育出版社吴春红(“交际法在中国大学英语教学中的应用南京师范大学,nn天津科技大学硕士学位论文:,】n^pcndiccs7:35-7:451Lead-inCreateplotstoguideLookcarefully(PictureTalking)thenewlessonbyThinkovershowingsomePresentthepicturesofNanjingincontentofthesethepastandatpresentpicturesAskstudentstoMaketheiroralcomparethempresentationsaboutsomedifferencesamongpictures7:46

60、-8:112GroupDiscussionLetstudentsreadtheReadaloudtextaloudThesesmallDividethemintogroupscarryoutseveralgroupstofiercediscussionsdiscussquestionsInquireoftheWalkaroundandgiveteacheraboutthemsomenecessarysomeunclearhelppointsChooseoneThewholeclassrepresentativeofeachlaunchesheatedgrouptostatetheirargumentopinions8:12-8:203EvaluationEvaluate

61、andcorrectListencarefullytheirmistakesWritedownBreak8:30-8:444PresentationWorkwithaListentotape-recorderintroductiontotheGetstudentstofindpastandpresentoppositesintheintheSunshinearticleTowntwiceExplainsomePonderoverlanguagepointsWritedown8:45-9:075FreeCommunicationAskstudentstotalkDiscussion(OralPresentation)aboutsomechangesOrganizeinou

62、reverydaylifeVolunteersgiveMonitorthewholetheirownoralactivityprocesspresentationsDirectandmanageTheothertheclassroomstudentswilllistenquietly9:08-9:126SummarizingSummarizeimportantListenpointsTakenotes9:13-9:157HomeworkMakeupadialogueListenwithyourpartner80n天津科技人学硕士学位论文、nAppendicesNumberofstudents:Fifty-threeTime:8:30-9:15and9:45-10:3

63、0Lesson:Unit4Fashionin7ATeacher:ZhaoliTimeStepSummaryTeacher"sStud纽,如n天津科技人学硕学位论文,‘‘,,,nAppendicestheuseofsimplepastSpeaktense9:50-10:202PresentationHelpstudentstoListenInstructionrecognizesomecarefullyoppositesinthetextTakenotesGeneralizerulesofword-formationIntroducethepresentperfecttenseandtimeexpressions10:21-10:303DrillLetstu

64、dentsmakeupConsidersomesentenceswithSpeakpresentperfecttenseBreak10:40-10:494ConsolidationAskthemtofinishsomePonderexerciseswiththeWritedownpropertenseAnswerCheckanswers10:50-11:105ExplanationRequirestudentstoreadReadthearticleListenExplainitsentencebyTakenotessentence11:11-11:226RaisingSomeGetstudentstoanswerThinkoverQuestionssomequesti

65、onsRespondaccordingtothetext11:23-11:257AssignmentAskthemtowritewordsListenandimportantsentencesWritedownfivetimesAppendixII:InformationfromStudents"QuestionnaireQuestionsOptionsNumberPercentage1.DoyoulikeEnglish?A.Likeverymuch1610.7%B.LikeW6mC.Indiferent^^D.Dislike^13.3%2.WhydoyoulearnA.Acompulsorysubjectinthe9462.7%English?College

66、EntranceExaminationB.Interest96%C.Communication3724.7%D.Needforfuturework106.6%3.HowmuchtimedoyouA.Morethanfourhours117.3%spendlearningEnglishing.Lessthantwohours84n天津科技人学硕丨:学位论文,nAppendicesmethodstoenablestudentstomoveupC.Explainclearly2114%D.Others85.3%12.WhatdoyouthinkanA.Textbook-oriented4630.7%idealEnglishteachingClassroom-centere

67、dpatternshouldbe?B.People-oriented92613%Studentneeds-centeredC.Teachingplan-based74.7%Teacher-centeredD.Others53.3%13.WhatisyourfavoriteA.TranslationMethod1812%teachingmethod?B,InstructionMethod2114%C.CommunicativeApproach107713%D,Audio-lingualMethod42.7%14.WhichteachingmethodA.TranslationMethod2013.3%isusuallyadoptedbyyour;;—n天津科技大学硕上学

68、位论文,ni^>pendicesQuestion2:CouldyouspecificallysaysomethingaboothowtoteachanEi^lishlesson?TeacherA:Thebasicproceduresincluderevision,lead-ia,presentation,,,’n天洋科技大学硕士学位论文,,,,,,,,n却,,,n天洋科技人学硕〖:学位论文,,,nAppendicesQuestion7:WhatdoyouthinkabouttherelationshipbetweenteachersandstudentsInclass?TeacherA:Theteacherisagoide.Studentsaremain

69、bodyoflearning.TeacherB:Theteadterisa^?ctar.Studentsaretheperformersintheclassroomandmaiabodyoflearning.TheyshouldplayaleadingroleinEnglishlessons.Theteachershouldguidethemtoautonomouslyexplorenewknowledge.Moreover,theyleadstudentstotaketheinitiativetoreview,consolidateandmanipulateknowledgepoints.AsaChineseproveibsays,teachingapersonhow

70、tofishisbeterthangivingapersonsomefish.TeacherC:Theyarearelationshipoffriends.Chat-styleclassroomisthemostefective.TeacherD:AsfarasIamconcerned,theteachershouldbeaconsultantandhelperinclass.TheEnglishclassroomshouldbestudent-centered.However,somestudents"foundationsarerelativelypoor.ExpresaveabilitiesofspokenEnglisharenotgood.Thus,i

71、nmanycases,,狂初中英语课堂教学情况调查问卷各位同学:你们好!本次调杏旨在了解同学们的英语学习情况以及英语课堂上老师的教学情况,与你们的学习成绩无关。请根据实际情况选择最接近的一项答案。谢谢合作!您喜欢学习英语吗?n天津科技大学硕士学位论文很喜欢喜欢无所谓不喜欢您为什么学习英语?高考必考科目兴趣决定为了交流将来工作需要您每周课外学习英语的时间是。小时以上小时以下小时以下半小时左右您认为学生在课堂上最应该扮演的角色是什么?听众提问者参与者组织者发起者协商者设计者探索者在英语课上您希望有机会说英语说不说都行只喜欢听,不喜欢说在实际的英语课堂中,您最经常扮演的角色是什么?听众提问者参与者组织者发起者协商者设计者探尜者您在英语课上能够充分发挥自己的作用。总是通常偶尔

72、很少从来不上课时,您敢于表达自己的意见吗?敢,经常如此敢,有时如此只有老师叫到时才说出自己的看法不敢,即使老师叫,也不说英语课上,您。经常向老师提问,因为这是你发挥作用的好机会有时向老师提问不向老师提问,因为你没有机会向老师提问您认为英语教师在课堂上的主要角色应该是什么?知识讲解者语言交流者课堂活动组织者和管理者您认为优秀的英语教师应该做到。知识渊博,令学生敬仰方法得当,使学生动起来讲解透彻,令学生佩服其他您认为英语教学应以什么为本,以什么为中心?以教材为本,以课堂为中心以人为本,以学生需求为中心以教案为本,以教师为中心其他您最喜欢的教学方法是。翻译法讲授法交际法听说法英语课,老师最经常采州的教学方法娃。翻译法讲授法交际法听说法英语课上,你们最常叫的课堂形式娃。人部分时

73、间由教师讲,学生听教师和某些同学对话教师组织同学们分组进行讨论教师叫同学们己看丨找出答案英语课你们最经常开展的深堂活动是什么?小组讨论角色扮演两人一组编对话句沏操练模仿做游戏极少有上述活动你们上英语课时有学生与学生间的交流吗?经常冇偶尔有从来没有小组讨论时,您通常的做法是:枳极发言轮到丨己时才说别人说我听保持沉默英语课上,老师给孕生由交流的机会。总是通常冇吋很少从来不您对英语课的评价娃:轻松活泼,令人愉快感觉一般比较枯燥紧张焦虑nAppendices21.你的英语口语水平如何?很好—般较差很差英语学习中,你最喜欢什么?阅读听力口语语法:问题您上课时经常采用什么样的教学方法?问题您能具体说一下自己是如何上一堂英语课的吗?问题上课时您经常组织学生开展课堂活动吗?主要有哪些

74、活动?问题您在备课时主要考虑哪些方面的问题?问题您对交际法教学了解多少?问题您对交际法教学有什么意见或建议?问题您认为教师和学生在课堂上是什么关系?

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