论交际教学法在农村初中英语教学中的应用
毕业论文关键词：交际教学法；初中英语教学；交流能力
Abstract
Communicative Approach (CA) grew out of the work of American authropological linguists and Functional linguists who view language first and foremost as a system for communication. It is assumed that the goal of language teaching is learner’s ability to communicate in the target language. It is also assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures. CA is a method that students are centered in the class. In the class, learners can communicate fluently with each other in English. What they have learned can be used accurately. The communicative ability can also be trained. The approach helps learners overcome the obstacle of daring not to speak and anxious psychology.
Key words:CA; teaching English in middle school; communication ability
Application of Communicative Approach in English Teaching in Junior High School in Rural Area
Contents
摘 要 1
Abstract 1
I. Introduction 3
II. Current Situation of English Teaching in Rural Junior Middle School 5
2.1 Teaching Idea 5
2.2 Atmosphere of Classroom Teaching 6
2.3Teaching Modes 7
2.4 Guiding Strategy 9
2.5 Training of Consciousness and Ability of Cultural Communication 9
III .The Difference Between CA and Traditional Approaches 10
3.1The Advantage and Disadvantage of Traditional Approaches 10
3.2 The Advantage of CA 11
3.3 Integrating CA with Traditional Approaches 12
IV. The Application of CA in Rural Area 12
4.1 The Application of CA in Warming-up 13
4.2 The Application of CA in Presentation 13
4.3 The Application of CA in Practice 14
V. Conclusion 15
Bibliography 17
Acknowledgements 18
I. Introduction
Communicative Approach (CA) is regarded as a new method in language learning, which is applied in many aspects of language acquisition. CA grew out of the work of American authropological linguists and Firthian linguists, who view language first and foremost as a system for communication. It is assumed that the goal of language teaching is learner’ s ability to communicate in the target language. It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures. Students regularly work in groups or pairs to transfer (and, if necessary, negotiate) meaning in situations where one person has information that the others lack. Students often engage in role-play or dramatization to adjust their use of the target language to different social contexts. Classroom materials and activities are often authentic to reflect real-life situations and demands. Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and perhaps also writing. The teaching role is primarily to facilitate communication and secondarily to correct errors. The teachers should be able to use the target language fluently and appropriately. The linguistic theoretical basics of CA are listed as follows.
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