交际教学法中英语听力课堂教师角色探究》.docx

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1、ContentsChinese Abstract2English abstract31. Introduction41.1 Background of the Research41.2 Moyive and Objective of the Research42. Definition and Development of CLT52.1 Definition of Communicative Language Teaching Approach52.2 Researches on Communicative Language Teaching63. Analysis on English L

2、istening Class83.1 Researches on English Listening Class93.2 Analysis on Pre-Listening 103.3 Analysis on While-Listening103.4 Analysis on Post-Listening114. The Teachers Roles in Communicative Language Teaching114.1 Analysis on Teachers Roles114.2 To Function as a Provider124.3 To Function as a Faci

3、litator144.4 To Function as an Evaluator155. Conclusion16References17交际教学法中英语听力课堂教师角色探究摘 要 英语课程标准中指出，义务教育阶段英语学习是以使学生初步形成综合语言运用能力，促进心智发展，提高综合人文素养为总体目标。随着新课标的影响，英语课堂更加注重学生对语言的应用能力和沟通能力。而交际教学法正是一种培养学生对语言应用和交际才能的外语教学法，故本文作者将以初中英语听力课堂为背景，结合新课标理念中的教师角色概念，阐述教师将在交际教学中如何在听前、听中和听后通过扮演提供者、促进者以及评价者的角色，来促进初中学生对英

4、语的学习。关键词：交际教学法；英语听力课堂；教师角色 Teachers Roles in Communicative Language Teaching in English Listening ClassAbstractEnglish Curriculum Standard makes clear that the goal of English courses in compulsory education is to make students form comprehensive language application ability, facilitate mental devel

5、opment and enhance comprehensive humanistic quality. With the influence of the new English Curriculum Standard, English classes keep a watchful eye on students ability of language application and communication. Communicative Language Teaching, as a foreign language teaching method, trains both stude

6、nts language application and language communicative competence. The author takes the junior middle school English listening class as the background, and combines the concepts of teachers roles in the new curriculum standard to explain how the teachers will promote the students learning in English th

7、rough the roles of provider, promoter and evaluator in different listening period in Communicative Language Teaching. Key words: Communicative Language Teaching; English listening class; Teachers roles1. Introduction1.1 Background of the ResearchEnglish Curriculum Standards indicates that the aim of

8、 English courses in compulsory education is to make students form preliminary comprehensive language application ability (2012). However, in traditional exam-focused teaching, teachers, under the pressure of entering a higher school, teach mainly in the form of reading and writing, supplemented by s

9、peaking and listening, largely ignoring the building of students listening and speaking capacity. So Communicative Language Teaching (hereinafter referred to as CLT), as a teaching approach that aims to cultivate students communication skills, has gradually become a teaching method that English teac

10、hers are keen on in order to achieve the goal of language competence.Communicative Language Teaching, also called the “Notional Approach” or “Functional Approach”, cultivates students ability to communicate with language in social context based on the language function project. The characteristics o

11、f CLT are the same with the teaching objectives of student-centered and teacher-assisted classroom teaching which is mentioned in the English Curriculum Standards (2012), so the roles of teachers play an important part in CLT classes in English listening of junior middle school.1.2 Motive and Object

12、ive of the ResearchSince the Communicative Language Teaching entering the period of vigorous development in our country, most of the researches on CLT focus on college English classes, and few are studied in English classes of junior middle school. Middle school is a significant learning stage, stud

13、ents at this age like to imitate others and to express themselves, and they gradually formed their own unique personalities, so the communicative approach in junior middle school English teaching situation is feasible. Whats more, CLT mode is just in line with the new standard theories, which is stu

14、dent-oriented teaching philosophy. Since it concentrates on and trains the students ability to speak, teachers need to guide students, thus their roles are very important in the CLT class. This article will make an in-depth study on the roles of teachers based on the above-mentioned background.2. De

15、finition and Development of CLT 2.1 Definition of Communicative Language Teaching ApproachCLT is a teaching system that takes the language function item as the outline and cultivates the communicative ability of using language in the specific social context. Its also known as the Notional-Functional

16、 Approach, a foreign language teaching method emphasizes the students cultivation of communicative competence based on sociolinguistics, functional linguistics and psycholinguistics. CLT can also be regarded as the ideas of a second language or foreign language teaching. It was first appeared as a n

17、ew method to language teaching in the 1970s and 1980s (Richards, 2007). It is a teaching method based on the reflection of the structuralist language teaching. Its fundamental principle is concept, function and exchange. Among them, the concept refers to the theories and thoughts used in peoples min

18、d to express space-time, interval, place, etc.; function related to the function of language to show thoughts; and exchange is a process and result of doing work with language.In the 1970s, with the reinforcement of communication between countries, communicative approach was spread to China; it had

19、a significant effect on the traditional English teaching, including teaching ideas and teaching concepts. However, at the beginning the introduction of CLT in China was only limited to academic research, without extensive practical application. CLT was not applied in practical English teaching in ma

20、ny ways until the 1990s. Communication is the exchange of information, messages or thoughts, as by writing, behavior, speech or signals. Teaching method is the sum of all the methods that teachers and students carry out for the purpose of teaching.2.2 Researches on Communicative Language Teaching2.2

21、.1 Foreign Researches on Communicative Language TeachingCommunicative Language Teaching was first born in Britain in the 1970s, which was the critical period of English language teaching reform. In the 1970s, because the worlds economy had a rapid development, the interpersonal communication between

22、 various countries in the European Community became increasingly frequent, and the language barrier was the biggest barrier to communication. Therefore, many experts developed the first batch of functional teaching methods, which aimed at enabling learners to apply the language they learned and carr

23、y out real communication. In 1965, Chomsky (2014) for the first time stressed that language is the knowledge content of the system by language ability and language expression. In Chomskys term, linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speec

24、h community, who knows its language perfectly and interest, and errors (random or characteristics) in applying his knowledge of the language in actual performance (Brumfit & Johnson, 2005). However, language itself should be capable of using language at the same time. Therefore, Hymes proposed that

25、communicative competence includes grammatical structure, psychological state, social, etc. (Pride & Holmes, 1974). Communicative ability is the overall display of various abilities. It is often said that language teaching in the past few decades has shifted the emphasis away from mastery of language

26、 use to mastery of language structure (Brumfit & Johnson, 2005). Communicative Language Teaching developed in the late 1970s. At that time, traditional teaching approaches were being pushed out, and new foreign language teaching methods were gradually formed like Audiolingual Method, Cognitive Appro

27、ach and Task-based Language Teaching. H. G. Widdowson (1999) published Teaching Language as Communicative; he said that the teaching of a language includes training the ability to make correct sentences. In his book, taking language analysis as a foothold, he summarized the principles that observed

28、by communication in teaching and the experience he gained, which played a key role in facilitating the development of communicative teaching. After that, scholars, such as Candlin, Nunan, Long, Bachman, Crookes, Willis, Skehan, etc. published masterpieces on communicative approach; they enriched the

29、 theoretical connotation of CLT (胡文仲, 2005). In this way, CLT developed rapidly and improved gradually, entering a prosperous stage.2.2.2 Domestic Researches on Communicative Language Teaching Communicative Language Teaching theory was mainly introduced to China in the late 1970s and 1980s. During t

30、his time, many advanced teaching theories came one after the other, including Communicative Language Teaching theory. Li Xiaoju is one of the early researchers in Communication Language Teaching theory (肖礼全, 2011). Published in 1979, Communicative English for Chinese Learners, is acknowledged as the

31、 successful combination of actual teaching in China and the Communicative teaching method (李筱菊, 1979). At this point, Communicative Language Teaching has completed its introduction in China.In the late 1980s, Communicative Language Teaching entered a period of development, and scholars have further

32、studied and developed relevant theories of communicative approach. At this time, the new syllabus and system of universities and the arrangement of language teaching materials are the hot topics. So, the communicative method is characterized by the close combination of teaching materials and syllabu

33、s. In 1994, Zhu Chun (1994) put forward in Foreign Language Teaching that grasping, reusing and using language skills are the three levels of mastering foreign language skills. He pointed out that listening is the process of language input and comprehending. This process is in line with grasping lan

34、guage, which is the application and using of language. In addition, many other scholars works have been published, such as Li Ying and Wu Changpus On the Gain and Loss of Communicative Approach (1998: 24) which published in 1998. These experiments have accumulated a lot of practical data and promote

35、d the implementation and application of communicative approach in China. In 1997, Li Xiaoju (1997) made a further study on the forms of communicative ability, including language, discourse and pragmatics competence. This is the first time that researchers systematically explained the connection and

36、diversity of communicative approach and traditional teaching method, which also reflects that communicative approach has been recognized in China. From 2005 to 2006, Zhang Delu (2005) and Zhang Yina (2006: 22) made further researches on the application of communicative approach in the teaching proce

37、ss in China by means of questionnaires. In 2007, Feng Yufang (2007: 44) made a research on the adhibition of communicative approach in English teaching of middle school by means of interview, questionnaire survey and other research methods. Their researches knew more about the application of CLT in

38、English class and the situations of students in the class. Whats more, the researches eliminated peoples blind adherence to CLT, andrelated theory to the practical teaching. In 2017, Zhang Huiling (2017: 27) proposed that communicative approach should be applied to English classes mainly based on se

39、mantic transmission, with students as the center of teaching and a holistic grasp of English based on context. At this point, the study of communicative approach has entered a more profound stage in China, and communicative approach has gradually changed our language learning concepts and strategies

40、. 3. Analysis on English Listening ClassThe traditional exam-oriented teaching method is contrary to the English curriculum standard. So nowadays, more and more English teachers are shifting the emphasis from reading and writing abilities to listening and speaking abilities. Teachers also focus on s

41、tudents output, including their language express ability and social communicative skills. Luckily, Communicative Language Teaching laysemphasison promoting students communicative capacities. Its aim is to promote students communicative skills. The key point of this teaching method is that teachers p

42、lay the right roles in the class to promote students language skills and communication abilities. Due to this character, Communicative Language Teaching has gradually become a favored method by English teachers, so that they can achieve the goal of language using ability in English class. 3.1 Resear

43、ches on English Listening Class3.1.1 Foreign Researches on English Listening ClassJeremy Harmer (2000) elaborated six listening teaching principles: excellent teaching equipment; necessary pre-class preparation; listen to the material at least twice so that students are familiar with the text; conce

44、rn the content of the listening material rather than the form itself; make full use of textbooks; assign listening tasks according to students level. In the listening course, the most important part is the content of the listening material and the use of the material. The content of the material sho

45、uld be in line with the students English proficiency. Michael Rost (2005) believes that the purpose of listening is to make both parties achieve a communicative goal, and listening is a way to understand themselves and each other. Therefore, some suggestions were formed by him: listening teaching is

46、 unnecessary to establish fixed patterns; listening materials should be formulated on the basis of the actual needs of the listener; listening teaching is to combine the approach of test and tenet of the two integrated. 3.1.2 Domestic Researches on English Listening ClassLu Ziwen and Wang Duqin (200

47、6) pointed out that if students want to have all-round training, they should prepare for pre-listening, while-listing and post-listening in the process of listening. Before listening, the teacher mainly leads the topic, stimulates the knowledge in the students mind to arouse the study interest. Duri

48、ng the listening stage, the teacher can set up various activities, such as writing an outline of a story based on the listening materials, having the students role-play after listening, or completing exercises to fill in the blanks based on the materials. In the later phase of listening, students listening effects are mainly evaluated. At the same time, teachers conduct vocabulary, grammar and other individual exercises according to students problems in the listening process.In 2006, Hu Wenzhong (2006) studied and improved the application of communicative approach in listening and speaking