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1、Communicative English Teaching in the Independent Colleges of the UniversityAbstract communicative teaching is a kind of student-centered teaching mode. It requires teachers to completely change the teacher-classroom center, foster student-centered concept; This article aims to explain how the colle
2、ge English teaching into the communicative approach in order to meet the actual needs of students, training students the ability to use language effectively to improve the quality of English teaching. Key words spoken communicative teaching college English teaching mode Since the rise of the twentie
3、th century, since the seventies, communicative approach in foreign language teaching has always been cultivating learners communicative competence, that is, learners develop the language proficiency for the purpose. The past, traditional methods are not trained in language skills of students improve
4、d, can not meet the needs of the community. To meet the current social development, as English teachers must recognize that language learning can be achieved only through practice, teachers must be as much as possible for students to create more of the language environment, training students in vari
5、ous skills. Language is one tool for communication and exchange of ideas, how can we do in English expression, communication is a matter of general concern of English learners; and purpose of the teaching of English language proficiency of students, in order to adapt to this trend, the communicative
6、 approach used in college English teaching, language learning students to solve the actual problem, the teaching of English have a very great significance. CLT is a kind of foreign language teaching methods, it emphasizes the purpose of language learning is to obtain communicative competence. First,
7、 linguistic theory Communicative Language Teaching is the theoretical basis: the language is communication. When we conducted our communication, we will use language to accomplish some functions, such as debate, persuasion, or to allow such. And we are in a particular social language environment to
8、complete these functions. Select the speaker to express their ideas depends not only on the specific way the purpose of his intentions, emotional state, but also with what he said a close relationship between objects and their associated. Communicative language of the theory originated in the school
9、 of functionalism. Well-known British applied linguist Halliday (Halliday) that the use of languages in social context can be analyzed from the following three aspects of research: 1. Discourse structure of the scope: what is happening? Talking about what are the contents? 2. Discourse structure the
10、 relationship between the participants: the participants for the exchange of discourse, participants are those people, their mutual relationship and so on. 3. Discourse structure approach: Language in a particular context, what the role, for example, how language is organized to express meaning, thr
11、ough what channels - in writing or orally, or a combination of the two. To sum up, communicative view of language has the following four characteristics: 1. Language is used to express the meaning system. 2. The primary function of language is communication. 3. The structure of language reflects the
12、 functions and purpose of communication. 4. The basic unit of language with a grammatical structure not only the characteristics, but also have the functional significance of a particular discourse of language and communication characteristics of the meaning of the categories. 2, speech training is
13、an important method of university students to achieve the purpose and means of communication As the communicative approach in university teaching, oral training, classroom teaching at the university has played a very significant role. It is based on student-centered, teachers, supplemented by the te
14、aching model, teachers in the whole communicative teaching has played a certain role in the organization and guide: teachers focus learners themselves, respect their feelings and opinions. For the individual level for meaningful communicative activities, in particular the ability to improve performa
15、nce and stimulate interest in learning. Close relationship with the learners to talk about the topic can also be good to stimulate the enthusiasm of learners. Oral training mode and can be a good description: oral training is an important method for students to achieve the purpose and means of commu
16、nication. (A) Classroom Session Classroom sessions for English learners is essential, it is the primary means of communicative teaching, but also the core of communicative teaching. Teachers in organizing classroom session, the classroom should be student-center. Implement the teaching of teachers o
17、f students who, first as a teacher to be sure that students have the ability and desire to learn English. At the same time, both teachers and students to know English, the harmony of the classroom should be a two-way communication transmission methods, the modern English teaching methods to measure
18、the quality of teaching depends on the level of bi-directional transmission is smooth, that is, to see that the teaching quality of teachers depends on the level of bi-directional transmission is smooth so it is not to see that the number of teachers in English, even more important is to look at the
19、 number of the students speak any English language; why teachers should be good at the language forms of teaching and the teaching of language features flexible, organic integrated so that students can take the initiative, the happy to participate in meaningful language communication activities. In
20、the course of the use of language to acquire knowledge and training can be fluent in English, the ability to communicate gracefully. Such as the classroom to ask questions, tell stories, to repeat the form of texts can encourage students to boldly speak any English. For example: Before each class th
21、e students take turns to do with the English word games, or introduce campus anecdotes, or do duty to report. 1. Individual conversations Through the duty to report so that each student can get in the classroom practice speaking opportunities; teachers, if good communication so that each student par
22、ticipate in classroom activities, students will see their own value and knew that he was indispensable classroom communicative activities. Which will show interest and participate in classroom communicative activities. 2. Session question Another method is to let one or a few students to become the
23、central figure, the class turns to him (her) to ask questions, he (or she) must be made to answer questions may relate to various fields, but preferably in advance to remind students not to involving personal privacy and a number of sensitive issues, the central figure of this activity can also be a
24、 teacher. Because the students always like to learn more about the teachers family life, working conditions and views of things, teachers can take advantage of these opportunities to influence and teach the students to learn to use language method. Ideological education in teaching, this approach ca
25、n not only provide students with a real communication environment, our students communicative competence, while also between teachers and students, the students asked to create a good opportunity for exchange and communication. (B) role play / simulation Role playing and simulation activities are of
26、ten considered to be the most effective classroom integration of language skills training methods. Role play requires students to play assumes the role of, that is, with its own students to play a completely different role. Simulation generally require students to participate in exchange activities,
27、 in activities related to the students their experiences and emotions. (C) The English Corner Another method is to enhance students ability to use English, that is, English Corner. It is normally provided by students or by teachers under the auspices of, preferably foreigners, schools of any student
28、s and teachers to participate in an activity. Where you not only to express themselves, you can also hand in a lot of friends who love the English language can be found self-confidence, motivation and so on. Reposted elsewhere in the paper for free download http:/ Third, closely linked to teaching m
29、aterial to ask questions, students develop communicative competence Newnan (Nunan) summarized the characteristics of the communicative approach in the following five points: stresses the use of objective study and communication in learning situations using real discourse; provide opportunities for l
30、earners not only to focus attention to language and learning process itself; expansion of personal experience of learners ; to classroom language learning and extra-curricular activities, closely integrated. The most obvious characteristic of CLT is that almost everything has a communicative intent.
31、 Students to use English for a variety of communicative activities, such as games, role play, problem-solving and so on. Another feature of communicative teaching process is to use authentic language materials. Communicative that the package was a direct impact on classroom activities and language u
32、se high and low quality factors. In short, the primary role of teaching is to promote the communicative use of language. Materials used in the current communicative There are three main, they are chapter-based, task type, and physical type. (A) chapter in the textbook model Designed and published ma
33、ny of these materials to guide and co-communicative teaching, but there are some materials in fact are more or less prepared in accordance with the outline of structuralism, and a little adjustment of the claim is based on the theory-based communicative prepared. Of course, some materials compared w
34、ith the previous books is not a small difference, such as the Moro and Johns communicative teaching, there is no tradition of dialogue and teaching, drills and sentence patterns, but only with a lot of visual material, audio material , pictures, start the dialogue, sentence fragments and so on. (B)
35、task-based teaching materials To cope with communicative teaching, such teaching materials designed a variety of games, role play, simulation and task-based communicative activities. Materials typically include exercise books, cue cards, double the exchange of practice booklets. In the double exchan
36、ge materials usually have two different sets of materials, namely, two in each preparation. The two materials are sometimes complementary, each student must pass the information available for the other party in order to supplement their hands full of material. They are sometimes asked to play differ
37、ent roles, there is a certain relationship between the two (such as the interviewer and interviewee). Material also provides a number of other materials in the form of communication to enable students to conduct drills and practice. (C) the physical-type material Many supporters have advocated commu
38、nicative approach in the classroom using the real materials. These materials can include language-based in-kind, such as road signs, magazines, advertising, newspapers, charts, and visual and so on. Can be carried out on these materials, the activities of a variety of verbal communication. Student-c
39、entered classroom activities to provide students with an opportunity to not only attach importance to language, but also should pay attention to the learning process. Such activity patterns, including students with language activities, while the side of doing things, such as the production of radio
40、programs to enable students to use language to read, write, talk and so on. At the same time have to go fiddling with tape recorders, sound effects, music and so on. This practice is a basic theory and the communicative approach is consistent: If the student is learning a foreign language when you c
41、an feel that they are using them to learn the language of doing things, they will have more confidence in foreign language learning. Communicative approach over the past 20 years has been considerable development in its comprehensive expression of the University of pedagogy makes it with other teach
42、ing methods in scope and status are different. Todays universities are using communicative approach to teaching, and that it is the most effective teaching method. References: 1 Shu Bai Mei, Chen Youlin. Foreign Language Teaching M. Beijing: Higher Education Press, 1999:175. 2 Wang Tsering. English
43、Language Teaching Communication Theory M. Guangxi: Guangxi Education Press, 1999:89. 3 Yang Xinxin. Talk about Communicative Approach in College English Teaching J. Journal of Xinyang Teachers College, 2005, (2). 4 Zhang. Communicative Approach and College English Teaching J. Journal of Qingdao University Medical College, 2005, (12). 5 Yang Dejuan. The implementation and application of communicative teaching approach J. Journal of Liaoning Institute of Technology, 2005, (2). 6 Ji-Gang Cai. Research and Thinking in College English Teaching M. Beijing: Higher Education Press, 2002.
