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1、On Extra-curricular Activities and Cultivation of English Communicative Ability of College StudentsApplicant:XXSupervisor:XXFaculty:XXX May 10, 2008XXX UniversityContents摘 要iAbstractii1. Introduction11.1 The Significance of Topic11.2 Research Methods12. Theory Research12.1 Linguistics Rationale12.1.
2、1 Theory of Communicative Competence by D. H. Hymes12.1.2 Theory of Communicative Competence by Canale & Swain22.1.3 Theory of Communicative Competence by Bachman22.2 Theoretical Basis of the Topic22.2.1 Piagets Theory22.2.2 American Scholar-Alan Andean &Weir about “Role Play”32.3 Related Studies32.
3、3.1 Researches Abroad32.3.2 Researches in China33. Presentation of the English Teaching43.1 The Drawbacks of Traditional Teaching Methods43.2 Modern Interest TeachingCLT43.2.1 Definition of CLT43.2.2 The Content and Substance of CLT53.2.3 CLT in the Use of English Out-of-class Activities64. Out-of-c
4、lass Activities and Cultivation of Communication Ability64.1 The Role of Out-of-class Activities in Training of Communication Ability64.2 Current Situation of College Students Out-of-class Learning74.3 Analysis on the Causes for Problems84.4 Carrying Out the Out-of-class Activities in Scientific and
5、 Effective Way94.5 A Suggested Framework for Strategy Study114.5.1 Introduction114.5.2 An Out-of-class English Learning Center115. Conclusion12Bibliography14摘 要美国社会语言学家Dwell Hymes认为,交际能力不仅包括对一种语言的语言形式的理解和掌握,而且还包括对在何时何地、以什么方式对谁恰当使用语言形式进行交际的知识体系的理解和掌握。作为课堂的延伸和补充,课外活动在提高大学生英语交际能力方面起着至关重要的作用。课外活动能创造交际活动
6、情境,使学生充分发挥主体性、能动性和创造性,促使学生语言交际能力的和谐发展和学生素质的全面提高。本文从应用语言学的角度探讨大学生英语课外活动课程的实施理念与实践，其目的是培养学生运用英语交际的兴趣，提高英语语言能力，发挥个性特长，发展思维能力和交际能力。最后根据研究，本文提出旨在培养优化大学生课外学习的策略，并提出了建立课外英语学习中心的设想，用以配合策略培训，促进课外自主学习。关键词：大学生 交际能力 英语课外活动 学习策略iiiAbstractAmerican society linguist Dwell Hymes thinks: Communicative competence not
7、 only includes the understanding and grasp to a form of language, but also includes the understanding and mastering in when and where, and how and to whom to use language appropriate form of the communication systems of knowledge. As an extension of the classroom, out-of-class activities play a vita
8、l role in improving the capacity of college English communication. It can create communication situation, so that students can bring full play with initiative and creativity. Improve the communicative ability and develop the quality of the students comprehensively. From the perspective of Applied Li
9、nguistics, this essay tries to study the idea and practice of English activity course in college school, for the purpose of fostering students interest in English communication，improving their English language ability, giving full play to their individuality and specialty and developing their thinki
10、ng ability and communicating ability. Finally, in order to improve the college students learning strategy, the essay will provide a suggested framework for strategy training based on the results of this investigation.Key words: college students, communicative competence, learning strategies, out-of-
11、class activities 1. Introduction 1.1 The Significance of TopicEnglish is the international language of the common. In order to learn advanced scientific knowledge in the developed countries, to strengthen economic trade with all countries, the importance of English is easily obvious. However, the te
12、aching methods and teaching effectiveness of our schools in China are worrisome. In the recent years people usually think the English condition of Chinese students as “mute English” or “deaf English”. Their English learning starts from the primary school, with a long period of seven years, eight yea
13、rs, or even 10 years, they still can not use English to make dialogue, can not understand when the Britain and the Americans speak. The reason is that the exam-oriented education can cultivate students who are only good at examinations, overlooking to raise their overall quality. Out-of-class Englis
14、h learning may enable them related knowledge, further their skills.1.2 Research MethodsThe main methods for the study are insisting on combining the theory with practice and widely referring to the domestic and foreign literature material. On the basis of this analysis and research, some regular und
15、erstandings are to be summarized. Put forward proposals to improve.2. Theory Research2.1 Linguistics Rationale2.1.1 Theory of Communicative Competence by D. H. HymesIn 1972, Hymes delivered a speech entitled “On communicative competence”, put “communicative competence” as a highly complex system of
16、the knowledge and skills. It can be summarized as a persons ability to use the language. It mainly includes four aspects: grammaticality, acceptability, appropriate, and actual operational. The communicative competence is including a persons language knowledge, society cultural knowledge, literary k
17、nowledge, cognitive capacity, emotion factor and other knowledge. Therefore, foreign language teachings duty cannot merely confine to the instruction of language knowledge. His “On communicative competence” theory has provided the theory basis for communicative language teaching.2.1.2 Theory of Comm
18、unicative Competence by Canale & SwainIn the 1980s, Kanami and Swindon theory of communicative ability enriched the theory of Hymes. They think that communication capabilities include: Grammar ability, social language skills, discourse competence and strategy ability. The practice has proved that th
19、eir theory is the guiding of the language teaching and standard of the testing programmatic.2.1.3 Theory of Communicative Competence by BachmanOn the basis of various theories, Bachman concluded and proposed the theory of communicative language ability. He believes that communicative language abilit
20、y is composed of three parts: language competence, strategy ability and psychological mechanism capacity. Apart from enriching exposition of the language ability, the strategy will be in the capacity as an independent part of the language skills. And explain the relative importance of implementation
21、 factor. 2.2 Theoretical Basis of the Topic2.2.1 Piagets TheoryConstructivist learning concept proposed that knowledge is not simply to be taught by teachers, but to be learned by each student in a certain situation (social and cultural background).Students can obtain knowledge and information by ma
22、king use of other people, using the necessary learning materials through interpersonal cooperation, and taking the initiative to construct meaning. Therefore, the situation, collaboration and conversation and constructing meaning are the four elements in the learning environment.2.2.2 American Schol
23、ar-Alan Andean &Weir about “Role Play” “Role play” teaching model will simulate the process of contact between members of the society. Students through the way of consultation, study each kind of academic knowledge, in order that they can solve the social problem effectively in the future.2.3 Relate
24、d Studies2.3.1 Researches AbroadThe overseas studies on out-of-class activities may trace to the Plato and Rousseau time. Plato is the renowned philosopher in ancient Greece. He advocates “the child play-ground” educational mode. That is the prototype of extra-curricular activities. By the time of F
25、rench Enlightenment and Rousseau (18th century), direct experience has received wide acceptance. Rousseau stressed outside world without books, no materials other than the facts, and advocated natural mode of education. To the United States in the 19th century, the first school in the world which us
26、e activity curriculum theory as teaching guidance- Deweys Chicago experimental school, has founded. With 1896-1903 Dewey Chicago experimental courses in school activities the United States began to criticize the traditional courses. Instead of it are the out-of-class educational activities. These ac
27、tivity courses are based on the pragmatism, lasted more than 50 years in American schools, and their affects are profound and widespread.2.3.2 Researches in ChinaIn our country, no matter what stage, these courses have different names, for example, out-of-class activities, the second classroom, clas
28、s activities, integrated social practice and so on. The process of changes is closely related to our theoretical study courses. In history, the development of activity courses is closely related the progress and reform and guiding rules of the government.3. Presentation of the English Teaching3.1 Th
29、e Drawbacks of Traditional Teaching MethodsReviewing the traditional English teaching method, in the past decades we have indeed made the very big progress. But with social progress and development, its shortcomings are also increasingly revealed.First, because the Chinese test system is imperfect,
30、the traditional English teaching method is just an examination-oriented education model. In this teaching, evaluation of English level is to see the scores. This causes many students to get a high score, but they can not communicate with people using English. Secondly, in the traditional English tea
31、ching, teacher is the leader, takes the most important part in the classroom. The teacher stands on the platform proposing the questions, analyzing and explaining them, grasping the entire teaching process. And the student is just passive audience, understands the content passively, and records the
32、massive notes. Such teaching method does not have interaction; hardly train students communicative ability and language ability. Third, in teaching, to stress the accuracy of knowledge, teachers usually use Chinese to explain. So students have very little opportunity to communicate using English. Ob
33、viously, the traditional English teaching is knowledge-based. Compared with the language plastic function, it pays more attention to the form of language and the grammatical function, rather than raises the communication and utilization ability of it.3.2 Modern Interest TeachingCLT3.2.1 Definition o
34、f CLTThe content of communicative language teaching is mainly on the language functions. Emphasis carries on language teaching in the real scene, advocating teaching process to socialization, and cultivating the ability of application, studying for the purpose of application. While prominent communi
35、cative language teaching, auxiliary by some grammar, translation, sentence and so on, is based on the goal to promote the culture language communicative competence.The core of communicative language teaching is to put the teaching process as a process of communication. The basic principles of teachi
36、ng may be summarized:The language is the information carrier, is the tool of communications. The language teaching must realize communication through each kind of activities.Language utilizations smoothness is more important than accuracy. Making mistake is natural and inevitable; we may correct the
37、m gradually in the learning process.Students should take the main part in teaching process. The teacher must stimulate the students enthusiasm and initiative participation; make students enhance communication ability in the language utilization. Communicative language teaching advocated the fully pa
38、rticipation of the students. Teachers duty is to provide and create the real human relations scene, enable students to utilize the language freely and initiatively.3.2.2 The Content and Substance of CLTThe purpose of the communicative language teaching is to cultivate students communication ability.
39、 Its the heuristic method of teaching. Induce the students to speak English boldly. Provide as much as possible drill opportunities for students. But it does not mean that the communicative language teaching only pays great attention to the oral English, repelling the grammar teaching. The cultivati
40、on of communication capability should manifest in the form of four aspects of listening, speaking, reading and writing. Indeed, in communicative language teaching, some teachers pursue the spoken language simply, no matter whether the students can follow and understand or not. As a result the majori
41、ty of students only learn some spoken languages, but the knowledge study is not solid, and polarization appears obviously. This indicates that these teachers do not understand the communicative language teaching rightly and completely.In the teaching, listening, speaking, reading, writing is inalien
42、able and related closely. They are interactive with each other. The teacher should help student get knowledge, rather than instill it into the students. There have been interactions between teachers and students. They should coordinate closely, complete the instruction together.3.2.3 CLT in the Use
43、of English Out-of-class ActivitiesAccording to students major character and employment need, make sure students understanding domain, emotion domain and skill domain, and then carry on the goal stipulation in detail. Arrange the out-of-class activities content, thus establish English out-of-class ac
44、tivities target system. And the process of teaching is the process in which teachers and students interact with each other. The teacher should give students enough free space to display, do not criticize them eagerly, point out mistakes, make the summary or decide the answer. This may avoid students
45、 being discouraged, but cause them to have the sense of achievement, form the interests in the communicative activities. The expression of students is limited; teachers should adopt various means to enable students to have sufficient information added, and quickly change into actual communication ab
46、ility. In addition, the design of English out-of-class activities is diversified. It can make teachers to teach through playing, cause the student to become the truly independent learner gradually.4. Out-of-class Activities and Cultivation of Communication Ability4.1 The Role of Out-of-class Activit
47、ies in Training of Communication AbilityOut-of-class activities are an effective way to develop communicative competence. The classroom instruction and the out-of-class activities are two important constituents in the foreign language teaching system. The foreign language classroom instruction is th
48、e basic teaching form, plays the leading role. However, it is undeniable that out-of-class activities play an active role in cultivating communicative ability. It can consolidate and strengthen the classroom knowledge, so that the knowledge can be improved further through out-of-class activities. The theme of extra-curricular activities can be combined with classroom teaching. They infiltrate mutually, the glossary is related to classroom subject, the sentence and language synthesis utilization ability which could be improved gradually in the practice of out-of-class acti