交际教学法在初中英语课堂教学中的应用

论文摘要

长期以来,初中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。在英语课堂上,学生被看作知识的接受器,而老师扮演控制者的角色。师生间缺乏合作,学生没有机会把所学的知识应用到实际交际中去。在这种以教师为中心的课堂上学生很难发挥他们的作用。而交际教学法主张以学生为中心,通过交际来学习外语,把培养学生的交际能力作为英语教学的最终目的。在交际语言教学中,学生是课堂活动的积极参与者,而老师扮演的角色是学生学习的促进者,咨询者以及小组学习过程的管理者。如今,很多英语教师也努力地在英语课堂上运用交际法组织课堂活动。那么,在经济和教育相对落后的贵州省,这种教学法是否已经应用到了英语课堂教学实践中呢?作者对此进行了调查访谈,目的在于调查交际教学法在该省初中英语课堂教学中的应用情况以及交际法应用存在的困难,并提出解决困难的措施。本文使用的主要研究方法是问卷调查和访谈。共包括七章:第一章简要介绍了贵州省初中英语教学的现状;第二章为文献综述,阐述了交际教学法的思想;第三章介绍了调查设计以及数据收集的方法及过程;第四章就问卷调查和访谈所得的信息进行了分析和讨论;第五章分析了影响交际法教学实施的因素;第六章提出了一些建议,如建立新的教师培养和发展机制、由以教师为中心的英语课堂教学向以学生为中心的英语课堂教学转变等;第七章总结并提出交际教学法是一种好的教学方法,也应该在贵州省初中英语教学中付诸实践,同时也表明,交际法并不是唯一能提高学习者语言能力的方法。

论文目录

• ACKNOWLEDGMENTS
• ABSTRACT
• 中文摘要
• CHAPTER 1 INTRODUCTION
• CHAPTER 2 LITERATURE REVIEW
• 2.1 Definition of Communicative Approach
• 2.2 The Aims of the Communicative Approach
• 2.3 Two Versions of Communicative Language Teaching
• 2.4 The Definition of Communicative Competence
• 2.5 The Communicative Activities
• 2.6 Summary
• CHAPTER 3 RESEARCH DESIGN
• 3.1 Subjects
• 3.2 Data collection methods
• 3.2.1 Questionnaire
• 3.2.2 Interview
• CHAPTER 4 DATA ANALYSIS AND DISCUSSION
• 4.1 Analysis of the information obtained from the questionnaire
• 4.1.1 Category 1: Perception of classroom interaction and the actual classroom interaction patterns and teaching style employed
• 4.1.2 Category 2: Students’perception of the Communicative Approach and the actual use of Communicative Approach
• 4.1.3 Category 3: Student role expected and the real student role
• 4.1.4 Category 4: The difficulties from the students
• 4.2 Analysis of interviews
• 4.2.1 Teacher’perception of the Communicative Approach
• 4.2.2 The application of the Communicative Approach
• 4.2.3 The difficulties from the teachers
• CHAPTER 5 FINDINGS AND DISCUSSIONS
• 5.1 The Difficulties from Teachers
• 5.2 The Difficulties from Students
• 5.2.1 Low English proficiency
• 5.2.2 Little motivation for communicative competence
• 5.2.3 Resistance to class participation
• 5.3 The Difficulties in the application of the Communicative Approach
• 5.3.1 Large class sizes
• 5.3.2 The difference in student English proficiency levels
• 5.4 The Difficulties Caused by the Examination- oriented Education
• 5.5 The Difficulties Caused by Lack of Effective and Efficient Assessing System
• CHAPTER 6 RECOMMENDATIONS TO OVERCOME THE DIFFICULTIES
• 6.1 Establishing a new type of English teacher development system
• 6.2 Setting up Learning-Centered English Classroom
• 6.3 Designing communicative activities to develop communicative competence
• 6.3.1 Criteria for evaluation
• 6.3.2 Principles for designing communicative activities
• 6.3.3 Different types of communicative activities
• CHAPTER 7 CONCLUSION
• APPENDIX Ⅰ
• APPENDIX Ⅱ
• BIBLIOGRAPHY