《Language Context and the English Teaching.doc》由会员分享，可在线阅读，更多相关《Language Context and the English Teaching.doc（9页珍藏版）》请在三一办公上搜索。
1、LanguageContextandtheEnglishTeaching In the present-day textbook of Middle School，the courses are organized in authentic everyday situations in which students can easily identifySo in the process of English teaching，it is very important for the teachers to set the language contexts correctly and fle
2、xibly The meanings of the language context Generally speaking，the language context can be divided into two major types：situational context and sociocultural context Rivers suggests that items of language in total isolation have no function;they need a system and a setting to give them both function
3、and meaningChildren often ask for the meaning of a word in isolation，without seeing the need to provide anything for it;too quick and too casual a reply can often have unexpected consequencesegWhen the child asks what cricket is and you say it is a game，and then discover that it was a“cricket”in the
4、 context of insectsEven if we know the strict linguistics，we still need to check further into the situation and even into the society and culture to be sure of what item of the language is appropriate or acceptable In a narrow sense，the language context means the situational contextIn Hallidays opin
5、ion，the situational contexts include the setting，the way of talking，and participantsBut Hymes divides it into eight elements：setting，role，function，notion，style，stress and intonation，grammar，vocabulary and language aidsThose factors affect each other and decide which language form is appropriate The
6、situational context and sociocultural context cant be isolated from each otherIn certain sociocultural context，people must obey the particular communicative rules when they use a certain languageAnd in a certain situational context，people should not only pay attention to the social communication rul
7、es but also adjust themselves according to the factors of the situational contextThat is，the situational context and sociocultural context affect each other and are complementary to each other The language context and the communicative competence “Competence” is a central issue in linguistics，whethe
8、r in terms of abstract syntactic theory（as with Noam Chomsky）or in terms of social interaction（as with Dell Hymes）And Hymes thinks the communicative competence should include four types：language competence，sociolinguistic competence，strategic competence，and context competenceIf we consider the langu
9、age competence is the core of the language teaching，then the other three abilities must also be taken into consideration Wallwork suggests that“sociolinguistic competence is necessary to language study and to attempt to study language without society is like studying anatomy without a body”A knowled
10、ge of our society will enable us to predict with some degree of accuracy the probability of certain kind of language being used in any particular situation，and conversely give a sketch of language we can predict with some reliabilityegGo to a country where you understand not a word of the language a
11、round youBut by observing the social context and listening to the noises，you learn the meaningSo one cant be said to know fully the meaning of any language without knowing the social context in which it may or does occurWiddowson also points out that the English teaching also involves an understandi
12、ng of the communicative value of linguistic elements in context and this is based on a knowledge of how these elements may serve as clues which can be interpreted by reference to share conventions of communicationSo in the English teaching，the teachers should train the studentssensitivity to judge w
13、hich language form is right in certain language context The context competence and strategic competence can be realized in certain language context and have their effects on communicationIn a normal language context，we often communicate in discourse，not in a single phrase or sentenceA learner who ca
14、n communicate with the correct language forms has a strong context competence and knows how to use the signals to convey the information and conform it to the meaningAnd according to these signals，they can understand each other betterIn different language contexts，we can also make use of the strateg
15、ic competence to start，end，maintain or extend a conversationAnd the communication strategies we often used are such as avoidance，tolerance，suspense and accommodation /BODHow to set the language context AUse all kinds of teaching aids In the classroom，students should be provided with a chance to expe
16、rience the language in meaningful ways and try out their skills，so the teachers should try to use all kinds of teaching aids to set the language context for the studentsAnd we should not only be acquainted with the use of flash cards and wall pictures，but also we need to learn to collect and make vi
17、sual aids，such as pictures from magazines，used objects like can and boxes，flannel board，and stick-figuresSo with a piece of chalk，objects，people，animals，settings are created on the blackboard and the studentsinterest and attention are arousedA relaxed atmosphere is createdAnother technique is to use
18、 latern slides，not to tell a story but to creat situations when the students are asked to act out their dialogue or play their roles against the background of a restaurant，street，playgroundWe can use an over-head project，then the students can talk like real“native speakers”And when we use the pictur
19、es，we should know the picture with accompanying voice（sometimes with music accompaniment）will impress the students greater than a printed text or the voice alone BDesign all kinds of activities The role of the teacher in acommunicative classroom is not an informer or a supervisor but amanager or hel
20、perThe teachers should try to design all kinds of activities to help the students perform or interact among themselves as much as possibleBut designing a course which prepares students to interact in specific roles in real-life situations requires that the course designer first discovers that what p
21、art is played in these activities by the language of different kindsHe must find out what topics come up often enough to be worth discussing in class，and we must also bear in mind the kind of people the pupil will eventually have to deal withSo we should let the students have the opportunity to lear
22、n，and become proficient in the games and diversions of English-speaking peopleThey should be able to participate in verbal competitions，where there are special activities to be associated with festivals or national holidays，students should be able to engage them at the appropriate time，decorating th
23、e Christmas tree and singing Christmas carols，celebrating Guy Fawkes Day，rolling eggs at Easter，dressing up for trick-or-treat，preparing a Thanks-giving dinner etcOn the other hand，much autonomous interaction can take place at the English language students club or at class excursions and on picnicsS
24、o we can arrange some visits to see exhibitions of American or British paintings，to eat at restaurants which serve English or American specialities，to see films in English，or to attend performances by visiting theatrical companiesGroups within class may take turns preparing typical meals and invitin
25、g the othersWe also invite some foreign guests and students to have a talk with usAnd students should try to show their towns or schools to English-speaking visitors or touristsFor these courses，activities such as those described above will plunge the students into normal use of language CUse parali
26、nguistic features Sometimes when we set the language context，using paralinguistic features such as gestures，facial expressions and some actions will be more convenient and vivid than using teaching aids such as pictures or slidesegIn Unit 5 of SB1A，when we explain how to grow cabbages，if we use the
27、teaching aids such as pictures，or slides，it will take us a lot of time to prepare the teaching materials before classBut if we act out the process of growing cabbages in class with a few actions，the students will understand the process more vividly in a shortwhileSo no matter when teachers present，d
28、emonstrate，drill，practise the teaching material we should pay attention to using paralinguistic features flexibly and appropriatelyAnd paralinguistic features are complementary to the teaching aides in the English teaching The rules of setting language context How to set the language context correct
29、ly and flexibly becomes a problem which teachers are concerned about AThe language context must be real Situational teaching and meaning teaching both mean that the teaching materials should be those normal utterance made in real-life situations and be practised in authentic everyday situations BThe
30、 language context must be relevant Situations set for practice should be those which the students are likely to encounter in their present and future communicationIt is a waste of time to ask them to discuss problems beyond their level of maturity and knowledge of the world CThe language context mus
31、t be definite When we set a language context，we should take all the factors of language context into accountFor example，in a shop，we can start a conversation between shopkeepers and customers，and we can also start the conversation between the customersThen what is the objective of the conversation？W
32、hat kind of language form can be used in the language context？It requires that the teachers must give some clear or definite explanation to the studentsOnly when the students know what kind of roles they will play and what the objective of the talking is，they can avoid mechanical memorization and be
33、 able to start a free conversation in the language context DThe language context must be helpful in developing the studentscreativity In the process of English teaching，teachers should not remain satisfied with the memorization of the language，but should extend the development of language skills thr
34、ough language study and proceed from the manipulated practice to the communicative use of the languageAfter the students have learned some language points in a dialogue，they may be asked to create a new dialogue by giving them some new ideas and lines，which could，of course be in conformity with the
35、original dialogue Bibliography Halliday，MAKTowards a Sociological SementicsIn BrumfitJahnson（ed），1979 HGWiddowson1978，From Teaching Language as Communication，Oxford University Press HymesDHOn Communicative Competence，University of Pennsylvania Press，1971 JFWallwork1968，An Introduction to the Study of Language，London：Longman RiversWMTemperleyMSA Practical Guide to Teaching English as a Second Foreign Language，Oxford University Press，1978 Tom McArthurA Foundation Course for Language Teachers，Cambridge University Press
