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1、本科毕业论文浅谈交际法在中学英语教学中的应用学生姓名： 学生学号： 200310206117 院（系）： 外国语学院 年级专业： 2003级英语本科4班指导教师： 二七年五月On Application of Communicative Approach of English Teaching in Middle SchoolsZheng LijuanUnder the Supervision ofPeng XinyueSchool of Foreign Languages and CulturesPanzhihua UniversityMay 2007ContentsAbstract.IKe
2、y Words.I摘 要.II关键词.IIIntroduction.1I.The Importance of English Teaching.2A. The Existent Problems.2B. The Necessity of Learning Communicative Approach.3II. Advantages of English Teaching in Middle Schools.4A. Age.4B. The Active Reflection.4C. Psychology.5III. The Application of Communicative Approac
3、h.5A. The Correct Understanding.5B. Basic Principles.6C. The Training of Students Ability.6D. Investigation.7E. The Active Atmosphere.8F. English Test Reform.11Conclusion.13Acknowledgements.14Bibliography.15AbstractWith the economic globalization, the Application of English becomes more and more imp
4、ortant. In todays China, the traditional English teaching approach in middle schools is guided by examinations. It focuses on vocabulary and grammar teaching, ignores the training of students ability. National Syllabus indicates that English teaching of middle schools should emphasize “communicative
5、 principle, cultural principle, and functional principle.” So the traditional English teaching approach could not meet the requirement. This kind of teaching approach does some negative effects on students communicative ability. And students study in middle schools is important. Middle school studen
6、ts take advantages from age, ideation and psychology to learn English (Mei Deming, 2004). So it is necessary for Chinese teacher to take effective teaching approach in English teaching. This article analyzes the principles of Communicative Approach, the necessity of its application in English teachi
7、ng in middle schools, and draws some suggestion on how to use Communicative Approach properly. Key WordsCommunicative approach; communicative principle; cultural principle; functional principle摘要在全球一体化的今天，作为国际交流语言的英语的使用日趋普遍。在中国，中学课堂教学仍旧沿用传统教育模式，以应试为导向,这导致了中国学生高分低能的局面。而中学阶段在整个英语学习过程中占有重要位置,是一个学生学习英语的
8、关键时期。这个阶段的学生无论从年龄、思维能力还是心理因素上来看，都具有学习英语的优势。所以人们必须更多的关注这一时期的英语教学。中学英语教学大纲明确指出中学阶段的英语教学应强调“交际原则、文化原则、功能型教学原则”。但是实际上的中学英语教学注重语言形式，以传授语言知识为主，忽视培养交际能力和掌握语言运用能力。这种重语言形式，轻语言交际的教学思想在一定程度上影响了学生的交际能力培养。本文在遵循语言教学规律的基础上，阐述了交际教学法的原则和在中学英语教学中运用交际教学法的必要性和重要性。提出了运用交际教学法的建议和方法。关键词交际法；交际原则；文化原则；功能型教学原则IntroductionIn
9、China, traditional English teaching approach in middle schools emphasizes on students vocabulary and grammar learning, ignores the training of students communicative ability. With the economic globalization, it is important and urgent for students to communicate in English. But the traditional Engli
10、sh teaching approach in middle schools cant meet the demands, the conflict between teaching approach and teaching results require middle school teacher must find an effective teaching approach to strengthen students communicative ability, and solve the contradiction between teaching and application.
11、 Communicative Approach emphasizes on communication. This article analyzes the principles of Communicative Approach, the necessity of its application in English teaching of middle schools. The most important thing is: both students and teachers can get benefits from using it. Communicative Approach
12、claims that teacher should take real language and real scene to teach, and advocates that students should use language frequently and constantly. Based on this, it is not difficult for us to know that the application of communicative approach can improve students communicative ability, can meet the
13、demand of nowadays society, and can create excellent communicative talents. Thats also what this article wants to express and discuss.I. The Importance of English TeachingThe National Syllabus indicates that training of communicative ability is an important goal of English teaching. In 21st century,
14、 with the globalization, the application of English becomes more and more important. It is necessary for us to use English frequently. And English is a compulsory subject in middle schools. Communicative Approach emphasizes communication. Communicative Approach originated in Britain in 1970s, it was
15、 also named Functional Approach and Notional Approach. Communicative Approach claims that teacher should take real language and real scene in teaching; it advocates that student should use language frequently and constantly.A. The Existent ProblemsAt present, the major form of school education in Ch
16、ina is teacher-centered teaching. For Chinese students, classroom is the best and major place to study English in. Students gain knowledge in classroom, they also gain study strategies, and their study will be estimated there. Chinese teacher still use the traditional English teaching approach. The
17、characteristics of traditional English teaching approach are these: (1) Teacher-centered, the teacher decides the contents and process of the class, this kind of English teaching approach could not reflect the real teaching results, the students have few chance to communicate in class, have few chan
18、ce to practice oral English in class.(2) English teaching is based on examinations. English teaching in China is controlled by examinations. The destination of English teaching is only for examinations. This traditional English teaching approach ignores the training of students communicative abiliti
19、es. The high mark is the only standard to measure the English teaching. English teaching mainly concerns with vocabulary and grammar. To teachers, this teaching approach is safe and easy to teach, but it is unfair to students to learn. “In traditional English teaching approach, teacher is regarded a
20、s the authority. In teachers mind, English teaching is a process of memory practicing, but not the process of ideation practicing. This teaching approach causes the students lack of communicative competence and consciousness. Traditional English teaching approach can not train students to study by t
21、hemselves, it also can not satisfy students study needs, satisfy their requirements of English communicative activities”(Mei Deming 2004). More and more teachers advocate trying various English teaching approaches in English teaching in middle schools.B. The Necessity of Learning Communicative Appro
22、ach“Language is a tool of communication; it is also the carrier of culture. The goal of English teaching is to train the students and make them have abilities to use language in real context” (Mei Deming 2004). That is the common consciousness in the field of English teaching in the world. The new e
23、dition English teaching Materials require English teachers to use Communicative Approach, and pay more attention to the communicative function of English teaching. Communicative Approach emphasizes that English teaching should use a lot of communicative activities, let students practice listening an
24、d speaking firstly, then practice reading and writing. Many English teachers advocate using this teaching approach.Communicative Approach emphasizes on communicative ability, it is beneficial for students to communicate with each other in real conditions. So we should change the traditional English
25、teaching approach in China and use Communicative Approach in middle schools. In many places of China, we have English course from primary schools, all the students take six years English study in middle schools. With the development of economic globalization, someone says that English teaching shoul
26、d be started from childhood. English teaching in primary schools is mainly about fostering the interesting of study. It emphasizes to use daily language, and pay less attention to the f language structure and language system, for students, the study period in middle schools is the fundamental and de
27、veloping period of their English learning, the study period in high schools is the boost period of their English learning, there are two aims of English teaching in middle schools. Firstly, English teaching in this period makes the students acquire knowledge and some ability in using English. Second
28、ly, it makes the students to get ready for the further English study in high schools and colleges.IIAdvantages of English Teaching in Middle SchoolsA. AgeThere are different advantages for different students in different age stages in English teaching. Students are from 11-17 years old, the adolesce
29、nts have obvious advantages in English learning: their cognitive abilities have been arrived at a higher level, they are sensitive to language consciousness, and their abilities of imitation and their abilities of remembrance are strong. They can use more language communicative strategies than child
30、ren can use. These advantages will help them in learning English.B. Active ReflectionIn adolescence, the adolescents feeling and consciousness are sensitive, their abilities of learning becomes stronger and stronger, their logical and abstract ideation abilities take up the major position, and their
31、 ideation has been changed from common logical ideation to dialectic ideation, they can use more theoretical ideation, and their consciousness becomes more independent, more critical, and more created. The adolescents begin to use critical attitude to treat their surroundings. Middle school students
32、 have their own views and like to suspect and discuss. Their consciousness gradually becomes perfect. And their consciousness has been changed from the single operation and simple operation to the abstract operation. That is to say, they can think and learn independently. They begin to understand ho
33、w to deal with complex information and real study materials. Language is the concrete reflection of consciousness, and the way of English learning reflects the western conscious model. The western conscious model is good at analysis, it pays more attention to analyze the details, and it also puts st
34、ress on the relationship between independent function of each element and its interaction. In English teaching, teachers should use all kinds of effective ways to guide students to study.C. PsychologyMiddle school students changed a lot in psychology and physiology. Their psychology is developed fro
35、m half-mature to mature, and has its own special characters, these characters are beneficial to English learning. For example: they become more active, they have strong will to show themselves, and they will answer teachers questions actively. They have strong curiosity, strong consciousness, and ri
36、ch cognitive interests; they also express their passion to new things. They love challenge in study, and always want to win. They want to show their talent to attract teachers attention, recognition and classmates respect. Their emotion is rich, and they are full of passion. Middle school students a
37、re good at communication. They have their own opinions in communication. They can recognize themselves, evaluate themselves, and control themselves. These are good conditions for the acquirement of English teaching. IIIThe Application of Communicative ApproachThe National Syllabus indicates that the
38、 English teaching in middle schools should emphasize “communicative principle, culture principle, and functional principle” it requires educating English talents who can use English to communicate freely and constantly. So it is important to use communicative approach in middle schools.A. The Correc
39、t UnderstandingBefore using communicative approach, we should understand it correctly. Communication is not only the end of language teaching and learning, it is also the expression of communicative meanings and process. Communicative Approach is one kind of teaching approach; it is not a kind of co
40、ncrete teaching approach. But in China, many teachers consider it as a kind of concrete teaching approach. So they just teach their students in class in concrete teaching approach and call it Communicative Approach. But in fact, Communicative Approach not only illustrates the major idea of teaching and learning, but also explains the definition of getting communicative competence. When we talk about teaching approach, we will find that different teacher has different teaching approach, each teacher has his/her own approach in English teaching. And their teaching approach is not the real
