口语交际在小学英语教学中的应用.doc

沈阳师范大学渤海学院

本科毕业论文（设计）
（2012届本科毕业生）

题 目：Application of Oral Communication in
English Teaching in Primary Schools
学生姓名： 张婷婷
学生学号： 08124119
系　　别： 英语系
专业名称： 英语专业（商务英语）
指导教师： 信白宇
二Ｏ一二年五月

Application of Oral Communication in English Teaching in Primary Schools

A Thesis
Submitted to the School of Foreign Languages
Shenyang Normal University
In Partial Fulfillment of the Requirements for the Degree of
Bachelor of Arts

By Zhang Tingting
Under the Supervision of
Professor Xin Baiyu
April 2012

Abstract

Over the years, the small English teaching under the pressure of the examination-oriented education, teachers, too much emphasis on grammar and vocabulary knowledge to explain and teach, to the neglect of the cultivation of students' practical ability to use language so that students in language skills, language knowledge, attitudes, learning strategies and cultural awareness has been overtaken by the development needs of the knowledge economy era, the traditional English teaching in a large extent can not adapt to the times of personnel training requirements. Comprehensively push forward with the new basic education curriculum reform, New Standard advocated the focus of the English curriculum reform is to change the English courses is too much emphasis on grammar and vocabulary knowledge to explain and teach, ignoring the actual language of the students' ability to use the training, emphasizing course starting from the students 'interest in learning, life experiences and level of awareness, develop students' language proficiency, the language learning process of students to form a positive emotional attitude, proactive thinking and bold practice, and improve cross-cultural awareness and the formation of self-learning ability process. Oral communicative approach to pay attention to students' inherent to learn and use language, student-centered, to train students to use the language of communicative competence as its ultimate objective. How communicative teaching to become a target of the efforts of English educators in the classroom teaching, this article is committed to attempt to application of the Communicative Approach in a junior high school English teaching.
Key words: Primary English, oral communicative approach, application; spoken

摘 要

长期以来，小英语教学在应试教育的压力下，教师过分重视语法和词汇知识的讲解与传授，而忽视对学生实际语言运用能力的培养，使学生在语言技能、语言知识、情感态度、学习策略和文化意识等方面的能力已跟不上知识经济时代的发展需要，传统的英语教学在很大的程度上已经不能适应时代对人才培养的要求。随着我国新一轮基础教育课程改革的全面推进，新课标倡导英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。口语交际法注重发挥学生先天具有的学习和使用语言的能力，以学生为中心，以培养学生运用语言的交际能力为其最终目标。如何在课堂教学中开展交际教学成为英语教育工作者努力的一个目标，本文致力于在初中英语教学中进行交际教学法的尝试应用。
关键词：小学英语；口语交际法；应用；口语

Contents

Abstract in English i
Abstract in Chinese ii
I. Introduction 1
II. An overview of Communicative Approach 3
A.Social and theoretical background of the Communicative Approach 3
B.Definition of Communicative Approach 5
C.Features of Communicative Approach 5
D.Principles of Communicative Approach 6
1. Create more realistic situation 6
2. The class should be students-centered 7
III. Application of the Communicative Teaching Approach in Teaching Spoken
English in Primary schools 9
A. The Purpose of Foreign Language Learning 9
B. The Importance of Oral English 9
1.The characteristics of spoken language 9
2.The current problems……………………………………………………………...10
C. Roles of the teacher and the students 11
1. The role of the teacher 11
2. The role of the studengts 17
IV. Adopt Communicative Approach to Improve Students’ Ability to Listen and
Speaking 19
A. Three Stages of Communicative Teaching 19
B. The Class Communicative Activities 19
C. Achieve the Goal of English Teaching through Communicative Approach 22
V. Conclusion 25
Works Cited 26
Acknowledgements 27

I. Introduction

Language is a means of communication. Although it is not the only form of communication among human beings, it is certainly the most important. English teaching is to teach the students how to communicate with each other, to train the students’ good and complete language ability ------- to express their ideas correctly and to easily adjust themselves to every kind of social situation. English teaching is a case in point. This paper is to discuss some problems of present English teaching approach, to state the principles and advantages of communicative approach, and to give some advice on how to make the English class more communicative and improve the students’ ability of listening and speaking.
“We live in the world of languages which are used for us to communicate, we need get more and more information from some other countries and communicate with them.” Furthermore, with China’s entering the WTO and successfully bidding for the Olympic games 2008, and “with the development of business transactions around the world, being capable of speaking fluently has emerged recently as one of the basic requirements of modern people in the global village.” However, for a long time, “the nature of the language as a means of communication was ignored in teaching and learning methodology. The emphasis was only put on linguistic and forms without consideration for the nature of language.” Nowadays, in primary school, the process of oral English teaching usually consists of the following steps: first, the teacher gives the setting; next, the teacher presents the common sentence structures; then, the students practise passively. During the whole process, the students only make conversations following the teaching materials mechanically and absorb new knowledge passively, and it is really hard for the teacher to be clear about if the students have really mastered the new knowledge and if they can communicate with each other fluently. Therefore, new teaching approaches need considering. “The communicative language teaching is an innovation in English language teaching. It reveals the social function of language and the essence and goal of foreign language teaching, and it always regards the development of communicative ability as the core of foreign language teaching.” As a new teaching approach, the Communicative Teaching Approach was introduced in China since 1990s. Now, it has become one of the main teaching approaches in the field of foreign language teaching in our country. This paper will make a discussion of Communicative Approach and its application in teaching spoken English in primary schools.

II. An overview of Communicative Approach

Communicative Approach is a popular teaching approach in today’s China. Many linguists are exploring it in order to improve the learners’ English. This chapter serves as an introduction of Communicative Teaching Approach and tries to make sure that this approach will help the English learners in Chinese primary schools.

A. Social and theoretical background of the Communicative Approach
The origins of Communicative Language Teaching (CLT) are to be found in the language teaching in Britain dating back to the late 1960s. “It is not a tightly structural method of teaching; it is a broad assembly of ideas, from a range of sources others”, which is accepted as effective and good practice by contemporary teachers.”
In the past years, the communicative approach has been adapted to many levels, the teachers in primary schools, primary schools, universities are aware of the need to update teaching approach for the existing problems during the process of teaching. They felt that students were not learning enough realistic, whole language. In Brown. H. Douglas’ opinion, the ultimate of English learning does not lie in the mastery of the rules of language, but in accomplishing the communicative functions by means of vocabulary and grammar.
In 1970s, interest in the communicative—style teaching mushroomed in Britain; the students in primary school tended to use authentic language to communicate with one another in real situation.
The ideas of Communicative Language Teaching are not only accepted by British language teaching specialists, curriculum development centers, but also applied in the work of the Council of Europe, in the writings of Wilkins, Widdowson Candlin, Christopher Brumfit, Keith Johnson, etc.
Around the 1960s, specialists of linguistics, education, psychology, sociology, observed languages and language learning from different perspectives. All these above provided a solid theoretical foundation for the emergence of Communicative Approach. And during this period, Dell Hymes’s view became very influential.
The concept ‘competence’ originally comes from Chomsky. Furthermore, Hymes proposes Communicative Competence. This is of four components:
“Possibility-the ability to produce sentences
Feasibility-the ability to produce sentences which can be decoded by the human brain.
Appropriateness--the ability to use correct forms of language in a specific socio-cultural context;
Performance--the fact that utterance is completed”
From Hymes’ theory of Communicative competence, we know that if a speaker want to speak successfully in a speech community, he should care for the four components above, which means he should be capable of speaking in the right place with the right utterance and has the ability to produce complete sentences.
To sum up, the CA has mainly the following two theoretical bases:
1) Communicative language theory: (1) Language is a system for the expression of meaning. (2) The primary function of language is for interaction and communication. (3) The situation of language reflects its functional and communicative uses. (4) The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.
2) Learning theory (1) the communicative principle: Activities that involve real communication promote learning. (2) The task principle: Activities in which languages are used for carrying out meaningful tasks promote learning. (3) The meaningful principle: language that is meaningful to the learner supports the learning process. Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use (rather than merely mechanical practice of language patterns).
At the level of language theory, CLT has a rich theoretical base of the characteristics of this communicative view of language as restated as the following:
(1) Language is a system for the expression of meaning.
(2) The primary function of language is for interaction and communication.
(3) The structure of language reflects its functional and communicative uses.
(4) The primary units of language are not only its grammatical and structural features, but also categories of functional and communicative meanings as exemplified in discourse.”

B. Definition of Communicative Approach
According to Longman Dictionary of Applied Linguistics, CLT is also termed as CA, which emphasizes the goal of language learning is to communicative with other people in real life. Margie S. Berns explains Firth’s view that Language is interaction; it is interpersonal activity and has a clear relationship with society.

C. Features of Communicative Approach
The Communicative Approach stresses the importance of using the language rather than only learning the rules and usages of language. According to Brown, the communicative language teaching includes four characteristics:
1). Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence.
2). Form is not the primary framework for organizing and sequencing lessons. Function is the framework through which forms are taught.
3). Accuracy is secondary to convey a message. Fluency may take on more importance than accuracy. The ultimate criterion for communicative success is the actual transmission and receiving of intended meaning.
4). In the communicative classroom, the students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

D. Principles of Communicative Approach
Among the numerous principles of communicative approach, there are two pieces of principles, which are more important in China’s English teaching.
1. Create more realistic situation
The current teaching methods don’t emphasize the real world situations and fail to cultivate 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 talk 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 situation.
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 practise using the language in the 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 the 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 situation.
2. The class should be students-centered
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.
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 what 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 i