本科毕业设计论文--通过语言交际教学法如何提高中国初中生英语口语能力.doc
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1、 本科学士学位论文On Improve Speaking Competence through Communicative Language Teaching ( CLT) in Junior High School in China通过语言交际教学法如何提高中国初中生英语口语能力 姓 名 学 号 院 系 外语学院 专 业 英语 指导教师 职称 2013年5月To Improve Speaking Competence through Communicative Language Teaching (CLT) in Junior High School in ChinaA Dissertati
2、on Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of ArtsWritten By Yang ZhongxinSupervised By Wang Yongkang Department of Foreign Languages School of Arts and Science Yunnan Normal University Kunming, Yunnan P. R. China 云南师范大学文理学院本科毕业设计(论文)原创性声明本人郑重声明:所呈交的毕业设计(论文),是
3、本人在指导教师的指导下独立研究、撰写的成果。设计(论文)中引用他人的文献、数据、图件、资料,均已在设计(论文)中加以说明,除此之外,本设计(论文)不含任何其他个人或集体已经发表或撰写的成果作品。对本文研究做出重要贡献的个人和集体,均已在文中作了明确说明并表示了谢意。本声明的法律结果由本人承担。 毕业设计(论文)作者签名: 杨忠鑫 2013年 5月 9日 AcknowledgmentsI would like to take this opportunity to thank my supervisor Mr. Wang Yongkang, who offers me academic and
4、constructive, advises on composing this paper. His encouragement and help are worthy of high acknowledgement. In the process of this essay, he gives me many useful advices. Even if he is busy with his work, he also takes time to correct carefully.In addition, I would like to express special thanks t
5、o my beloved parents and my friends, who have given my ceaseless support during the writing of this thesis.Last but not least, I would like to extend my sincere thanks to the College of Arts and Sciences, Yunnan Normal University, for the comprehensive education during my four years, which encourage
6、 me to study further. ContentsAbstract ( English Version)iAbstract ( Chinese Version)iiChapter One Introduction1Chapter Two Literature Review32.1 The definition of CLT32.2 Modern principles of CLT in China42.3 Modern features of CLT52.4 Major forms of CLT62.4.1 Role-playing62.4.2 Story-telling62.4.3
7、 Exchanging information6Chapter Three Methodology83.1 The Research Questions83.2 Data Collection and Analysis8Chapter Four Results and Discussion104.1 The Analysis of the Questionnaire104.2 General Description of CLT in Junior High School114.2.1 The Frequent Use of CLT in Oral English Class114.2.2 T
8、he Preference of Certain Methods in Oral English Class124.2.3 The Effective Strategies to Improve Students Oral Ability through CLT124.2.3.1 Introducing Authentic Material into Class134.2.3.2 Teacher-Student Interactions134.2.3.3 Creating an Interactive Classroom134.3 Major Forms of Communicative Ac
9、tivities Applied in Junior School144.3.1 Pair Work144.3.2 Group Work14Chapter Five conclusion165.1 Major Findings of the Research165.2 Limitations of the Present Thesis16Appendix( Materials)18Appendix (Questionnaire)19Appendix (Teaching Plan)20Reference23Abstract Abstract Communicative language Teac
10、hing (CLT) is an approach to foreign or second language teaching which stresses communicative competence as the goal of language learning. The main purpose of studying CLT as an approach is to build up the communicative awareness of teachers and students and enhance their communicative competence es
11、pecially linguistic competence. In the present thesis, the author plans to explore effective methods to improve the oral ability of students in junior high school. Based on the preview studies, especially the points of Hymes (1972) and William Littlewood (1981), the author intends to apply CLT to sp
12、oken English teaching classes. There are mainly three research questions to be addressed in the research: (1) Is CLT effective in spoken English teaching in junior high school? (2) Which methods do the students like best in class? (3) What are effective strategies to improve the students oral abilit
13、y though CLT in junior high school? The followings are the major findings of the thesis:(1) the CLT-oriented teaching methods do have positive effects on the spoken ability of students in junior high school and the students are interested in teaching methods; (2) the students in junior high school p
14、refer the activities which need more interactions, either between students and teachers (sometimes guessing games), or among peers (role-play). The design of classroom activities is quite vital to the effect of oral proficiency improvement; (3) there are several suggestions that are applicable in CL
15、T-oriented speaking class-introducing authentic material into class, enhancing interactions between teacher and students and creating an interactive environment among peers.Key words: communicative language teaching; spoken English teaching, junior high schooli摘要摘要 交际语言教学法的核心思想是将语言作为一种工具来教授,其主要目的在于使
16、学生能运用所学语言成功地进行交流,获得信息。本文在交际教学法的相关理论指导下,作者探寻提高中学生英语口语能力的有效途径,依据Hymes和 Littlewood的观点,作者提出了三个研究问题:(1)交际教学法对于初中生英语口语教学能否起到积极作用?(2)在初中英语口语课堂上,哪一类交际活动更受学生们的欢迎?(3)提高学生的英语口语能力最有效的策略有哪些? 通过研究,得出以下结论:首先,交际语言教学法指导下的教学方法能够对初中生英语口语学习产生积极的效果,同时,学生对这类方法也比较感兴趣。其次,初中口语教学的课程设计对于提高学生的英语口语能力至关重要,一般说来,学生们更喜欢互动性的课堂活动环节,如
17、猜字谜游戏和较色扮演。最后,对于交际语言教学法理论指导下的初中生英语口语教学,作者提出了一些可行的策略,包括应用真实材料、增加师生之间互动、在学生中创造互动氛围。关键词:交际语言教学法、英语口语教学、初中生iiChapter One Introduction Chapter One IntroductionThe argument intends to focus on improving speaking competence through Communicative Language Teaching (CLT) in junior high school in China. Speak
18、ing is the important skill of the junior high school English teaching. Most of the classroom activities are designed for advancing these language skills. Nunan (1992) suggests that proficiency is measured in term of the ability to carry out a conversion in the target language. Obviously, the fundame
19、ntal goal of foreign language speaking teaching should be the acquisition of oral competence. It is necessary for the English language teaching in China to concentrate on the promotion of English communicative ability, especially the proficiency of English speaking competence. However, the developme
20、nt of speaking competence was largely neglected in English teaching for a long time. Language learners in the domestic teaching are still taught by the traditional teaching methodology which emphasis on grammar and translation. Consequently, the majority of Chinese English learners fail to use Engli
21、sh tactfully and appropriately. Thus this paper provides a valid way for both teacher and learner to solve this problem. CLT is concluded to be more practical approach to develop the oral communication ability of learners. CLT originated in the early 70s. American anthropological linguists Hymes (19
22、72) is the advocator of CLT researching, he points out the language first and foremost as a system for communication. It is found out that the cores of CLT idea views is using language to learn and learn to use language. As a mainstream of teaching theory, the CLT emphasized the functional and commu
23、nicative potential of language. It argued that language teaching should focus on communicative proficiency rather than on mere mastery of structures. Therefore, this paper is divided into five chapters. Chapter one is an overall of the whole thesis, including research background and significance of
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