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交际教学法在中学英语课堂教学中应用情况的调查与思考

作　者: 冯英巧
导　师: 郝惠珍
学　校: 河北师范大学
专　业: 学科教学
关键词: 交际法教学效果应用调查
分类号: G633.41
类　型: 硕士论文
年　份: 2005年
下　载: 1118次
引　用: 4次
阅　读: 论文下载

内容摘要

随着我国经济的迅速发展和英语作为国际语言地位的提高,英语教学受到越来越多的关注。在传统的外语教学中,教师在课掌上决定一切,学生被看作知识的接收器,师生间缺乏合作。学生们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掌上学生们很难充分发挥他们的作用。这就是为什么在一些学校英语教学质量仍然不高,多数学生在学了多年英语之后不能与人交流的原因。传统的外语教学法已无法适应现在的英语学习者和目前的教学状况,于是各种各样的教学方法如直接法、听说法、交际教学法等被介绍到我国。其中交际教学法在二十世纪九十年代非常流行。教育部公布的《新课程标准》规定:“基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础,培养学生英语综合语言运用能力。”交际教学法把英语的交际能力作为英语教学的最终目的,提倡通过交际来学习外语,强调培养学生的英语交际能力。但是英语交际法在我国实施十多年来,中学英语教师是否真正将交际教学法理论应用到了课堂教学实践中了呢?作者对此进行了调查访谈,目的在于调查交际法教学在中国中学英语教学中的应用情况,找出其中存在的问题,提出解决这些问题的措施和建议,努力丌辟出一条扩大应用交际法教学的路子来。本文使用的主要研究方法是问卷调查和课堂观察。本论文包括七章。第一章简要介绍并分析了中学当前英语教学的现状。第二章从理论基础、特点、目标、原则等各个方面阐述了英语交际法教学的思想。第三章调查设计介绍了调查数据收集的方法及过程。第四章分别就问卷调查和课堂观察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在英语教学中应用的因素。第六章提出了一些建议,如提高教师综合能力、由教师为中心的英语课掌教学向学生为中心转变等。第七章为结论部分,建议交际法教学在中学英语课掌上大力推广。

全文目录

I Introduction  9-12
  1.1 Current situation of English language teaching in middle schools  9-11
  1.2 Overview of the thesis  11-12
II The Notion of the Communicative Approach  12-27
  2.1 The definition of the Communicative Approach  12-13
  2.2 Theory of the Communicative Approach  13-16
  2.3 Characteristics of Communicative Language Teaching  16-17
  2.4 The aims of the Communicative Approach  17-18
  2.5 The definition of communicative competence  18-20
  2.6 Two versions of Communicative Language Teaching  20
  2.7 The communicative activities  20-23
  2.8 Principles of Communicative Approach  23-25
  2.9 Evaluation  25
  2.10 Summary  25-27
III Research Design  27-29
  3.1 Subjects  27
  3.2 Data collection methods  27
  3.2.1 Questionnaire  27-28
  3.2.2 Observation  28-29
IV Data Analysis and Discussions  29-65
  4.1 Analysis of the information obtained from questionnaires  29-48
    4.1.1 Category 1: Awareness of classroom interaction and the importance of student role in class  30-33
    4.1.2 Category2: Classroom interaction patterns employed in class  33-36
    4.1.3 Category 3 : Students involvement in language classroom  36-39
    4.1.4 Category 4: Student role in English classroom interaction  39-47
    4.1.5 Information from open question  47-48
  4.2 Analysis of the classroom observation  48-65
    4.2.1 The first classroom observation  49-51
    4.2.2 The second classroom observation  51-53
    4.2.3 The third classroom observation  53-55
    4.2.4The fourth classroom observation  55-57
    4.2.5 Comparison between the fifth and the sixth observation  57-63
    4.2.6 Summary  63-65
V Factors Affecting the Application of Communicative Approach  65-72
  5.1 Obstacles caused by teachers  65-66
  5.2. Obstacles caused by students  66-68
    5.2.1 Passive characters of the Chinese students  66
    5.2.2 Lack of motivations for the cultivation of communicative ability  66-67
    5.2.3 Resistance to class participation  67-68
  5.3 Obstacles caused by teaching conditions in China  68-69
  5.4 Obstacles caused by the Educational system: Examination-oriented Education  69-70
  5.5 Lack of effective and efficient assessing system  70-72
VI Suggestions  72-87
  6.1 Improving teacher's overall ability  72-75
  6.2 Shifting from teacher-centered to student-centered classroom English language teaching  75-78
  6.3 Developing communicative competence through using language  78-80
  6.4 Flexible employment of teaching methods and strategies  80-86
    6.4.1 Methodological framework  80-81
    6.4.2 Sequencing of pre-communicative and communicative work  81-82
    6.4.3 Focus on form or focus on meaning  82-83
    6.4.4 Teachers' feedback  83-84
    6.4.5 Criteria for evaluation  84-86
  6.5 Combination of theory and practice in English language teaching  86-87
VII Conclusion  87-89
Appendix 1  89-92
Appendix 2  92-95
Bibliography  95-99

交际教学法在中学英语课堂教学中应用情况的调查与思考

内容摘要

全文目录

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