中学英语口语交际能力培养探究

论文摘要

口语交际能力在英语学习四项基本技能中占有举足轻重的地位,人们越来越重视英语口语交际能力培养。本文根据交际法教学的理论,同时结合Firth,Halliday等的语境理论及课堂教学实践,提出通过中学英语课堂教学提高学生口语交际能力的有效方法。作者以文献资料为基础,阐述了交际法教学产生的背景、理论基础及特点和相关语境理论;并通过学生调查问卷等研究方式,揭示中学英语课堂教学中存在的主要问题。如:课堂教学过于重视语言知识的培养、课堂教学仍以教师为中心,课堂缺少足够的互动交流、缺少足够的跨文化意识培养等。针对存在的这些主要问题,作者结合教学实践,提出通过中学英语课堂教学提高中学生口语交际能力的有效方法。如:培养学生的语篇能力、建立以学生为中心的教学模式、培养学生跨文化交际能力等。教学实践证明,通过以上有效的教学方法,根据学生的实际语言能力,有的放矢围绕交际能力包含的几方面的内容教学,就能较快地培养学生运用英语进行口头交际的能力。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Introduction
• Chapter One A Brief Review of Studies on Communicative Competence and Teaching Methodologies
• 1.1 Communication and Communicative Competence
• 1.1.1 The definition of communication
• 1.1.2 Communicative Competence
• 1.1.3 Oral communicative competence
• 1.2 Teaching methodologies associated with Spoken English
• 1.3 Theoretical basis for Communicative Approach
• 1.3.1 Malinowki's concept of context
• 1.3.2 Firth's concept of context of situation
• 1.3.3 Halliday's register theory
• 1.4.Characteristics of Communicative Approach
• 1.4.1 Interactional view of language
• 1.4.2.Discourse
• 1.4.3 Social-cultural contexts and appropriateness
• 1.4.4 Fluency and accuracy
• 1.4.5 Student-centered teaching model
• Chapter Two Current Classroom Situations of Oral Teaching in Middle Schools
• 2.1 Data collection and results
• 2.2 Analysis and discussion
• 2.2.1 Too much focus on linguistic competence
• 2.2.2 Mainly teacher-centered and inadequate classroom interactions
• 2.2.3 Lack of introduction to foreign language culture
• 2.2.4 Lack of cultivation of students'motivation and interest
• 2.3 Summary
• Chapter Three Effective Teaching Methods
• 3.1 Developing the discourse competence of students
• 3.1.1 Providing appropriate input
• 3.1.2 Associating previous knowledge and experience with present concerns
• 3.1.3 Dealing with the words and expressions in communicative and authentic ways
• 3.1.4 Summary
• 3.2 Setting up the learner-centered model
• 3.2.1 Reorienting the roles of teachers and students
• 3.2.2 Increasing effective interactions in English classroom
• 3.3 Improving intercultural communicative competence
• 3.3.1 Introducing cultural background knowledge into classroom teaching
• 3.3.2 Introducing pragmatic knowledge about the target language
• 3.3.3 Assimilating foreign culture outside the classroom
• 3.4 A teaching experiment in detail
• 3.4.1 Background
• 3.4.2 Teaching principles
• 3.4.3 Summary
• Conclusion
• References
• Appendix
• Acknowledgements