Abstract

Communicative Language Teaching (CLT) was founded by British linguist, D.A. Wilkins in 1970s. In near thirty years, it has developed to be a leading approach and theory in foreign language teaching all over the world. It has been more than twenty years since the introduction of CLT in China. Communicative Language Teaching has become the main trend in foreign language teaching.

However, there are still some obstacles in the application of CLT. It is mainly due to the incorrect comprehension towards CLT and some negative factors in classroom teaching, as well as national examination system.

In consideration of the misinterpretations and negative factors, this thesis tries to analyze the elements that hinder the effective application of CLT. The elements include the teacher, students, classroom organization, national education system, etc.

There are two extreme treatments towards CLT. One is that CLT does not need grammar; the other is that CLT stresses oral English only. To gain a better understanding of CLT, the thesis discusses it ranging from its development, characteristics, to its principles. Then the writer gives some suggestions according to the current situation of English teaching in our country.

Language is a tool of human communication. The final goal of CLT is to improve learners’ communicative competence which reflects the requirement of modern language development, and the obstacles that hinder the effective application of CLT in English teaching in Chinese middle school can be conquered.

 

Key Words: CLT (Communicative Language Teaching)    application communicative competence

 

 

 

    

交际法是在20世纪七十年代由英国语言学家威尔金斯(D.A.Wilkins)创立的。三十多年以来,交际法已经发展成为规模的外语教学理论和教学方法,成为当今世界各国外语教学界普遍承认和接受的基本原则。

交际法介绍到我国至今已有二十多年了,现已成为我国外语教学的主要教学方法之一。交际法在应用于我国中学英语教学过程中受到不少阻力,这主要是因为对交际法认识的偏颇和交际法应用于中学英语课堂教学中的一些不利因素造成的。本文从这些错误认识和不利因素出发,分析了阻碍交际课堂的因素。这些不利因素包括老师、学生、班级组织和我国升学制度等各个方面。

认为交际法不需要教语法和交际法只强调口语是对交际法的两个极端的错误认识。作者简单阐述了交际法的发展渊源,交际法的特征及原则。基于对交际法的理解及当前我国中学英语教学中阻碍交际法有效应用的一些因素,文中就如何有效应用交际法提出了一些建议。

语言是交流的工具,交际法的最终目的是提高学习者的交际能力,这也体现了现代社会对语言发展的要求。交际法应用于我国中学英语教学过程中遇到的困难是可以克服的。

 

关键词:交际法    交际能力    应用

 

 

 

 

Contents

Acknowledgements……….………………………………………………………….ⅰ

Abstract (English)………………………………………………….……………………..ⅱ

Abstract (Chinese)……………………………………………………………………………………………iv

  1. Introduction………………………………………………………………………………………….……..1
  2. The problems in applying CLT in Chinese middle school and misinterpretations

of CLT………………………………………………………………………………2

2.1 Limitation of students’ oral English……………………………………….…….2

2.2 Students lack confidence………………………………………………………….2

2.3 Large size of the class………………………………………….……………….3

2.4 Lacking communicative motivation…………………………………………….3

2.5 The pressure from national educational system……………………….………..4

2.6 Teachers with a lack of English proficiency…………………………………….4

2.7 Misinterpretations of CLT……………………………………………………….5

  1. How to understand CLT….…………………………………………………….……6

3.1 Development of CLT…………………………………………….……………..6

3.2 The characteristics of CLT………………………………………………………8

3.2.1 Meaning-centered……………………………………………..……………9

3.2.2 Learner-centered………………………………………………………………………………9

3.2.3 Task-based……………………………………………………….…………9

3.2.4 Situation-organized…………………………………………….….………10

3.2.5 Integration-oriented……….….……………………………………………10

3.3 Principles of CLT…………………………………………………………………………….……10

3.3.1 Communication principle……………….…………………………………10

3.3.2 Task principle…………………………………………………………………………………11

3.3.3 Meaningful principle………………………………………………………12

  1. How to apply CLT effectively………………….…………………………….…….12

4.1 Roles of the teacher and students in CLT classroom………….…………………13

4.1.1 Roles of the teacher in CLT classroom……………………….……………13

4.1.2 Roles of students in CLT classroom…………………….…………………14

4.2 Integrating CLT with traditional method………………….……….……..……14

4.2.1 Teaching grammar in a communicative way………………………………15

4.2.2 Integrating four language skills in CLT……………………………………16

4.3 How to apply CLT in a large class……….……………………………….…….17

4.3.1 Dividing the students into groups or using pair work………………….…17

4.3.2 Asking the whole class reaction…………………………………………..18

4.3.3 Thinking about vision and acoustics………………………………………18

4.4 How to stimulating students’ communicative motivation…….………………..18

4.4.1 Reforming the class teaching mode.……..……………………………….18

4.4.2 Creating communicative atmosphere..…..………………………………..19

4.4.3 Using communicative materials…………………………………………………..……20

4.4.4 Building up students’ confidence……….…………………………….……21

4.5 Making proper communicative tests…….…………………………………..…22

4.6 Improving teachers’ English proficiency.……….….………….……….………23

  1. Conclusion…………………………………………………………………………23

References……………………………………………………………………………..2

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