《【英语论文】通过交际教学法提升学生听说语言能力Improve students spoken language ability through the human relations teaching method.doc》由会员分享，可在线阅读，更多相关《【英语论文】通过交际教学法提升学生听说语言能力Improve students spoken language ability through the human relations teaching method.doc（16页珍藏版）》请在三一文库上搜索。
1、通过交际教学法提升学生听说语言能力Improve students spoken language ability through the human relations teaching method论文摘要教育部制定的新的国家英语课程标准，明确提出了基础英语教学目标是通过听、说、读、写等教学活动，激发和培养学生的学习兴趣，掌握一定的语言基本技能，特别是听说的交际能力。然而要在听说能力上达到新课标的要求，绝非易事 。一、问题与原因07年暑假，我任职于新概念教育公司，负责一个初二班级的口语培训。通过对学生进行口语测试（全班30人，当众用英语进行自我介绍），发现口语水平普遍很低。能流利会话者2人
2、，占7%，能开口说话但不够流利者7人，占23%，不敢开口说话者21人，占70%。通过对学生进行访问、交谈、讨论，我们认为口语水平差的原因主要有4个:1. 传统英语教学法重知识，轻能力，重考试，轻口语是造成“哑巴英语”的主因 。2. 部分同学有心理障碍，性格内向，羞于在别人面前说英语。3. 缺乏英语语境。4. 部分人学习态度不够积极。二、理论与假设 根据上面的问题 ，我采取的对策是运用交际教学法来解决这些问题。交际教学法具有以下特点：1. 交际教学法主张以交际活动为内容，目的是让学生在说中学会说，在交际中学会交际。这正好消除传统英语教学法的弊端。2. 交际教学法强调教学过程交际化，运用外语组织以
3、学生为中心的教学活动，教师扮演课堂活动的组织者、顾问，是学生学习语言的促进者。这就可以调动学习的积极性，发挥学生的主体作用。3. 每个教学活动都有一个交际意图，使学生通过交际活动（游戏，扮演角色，完成任务）运用大量的语言知识，这就为学生创造了英语环境，使学生在特定的情景中进行有效的交流。4. 强调语言的流畅性，鼓励学生从初学起就用所学语言流畅地表达思想，进行交际，认为学生犯错不可避免，不主张教师随时纠正学生的错误， 这对消除学生怕出错的心理是有效的。三、交际教学法的实验过程（教学设计与项目实施） 1教学对象：初二学生（30人，即将上初三，他们的口语水平差，前面已做介绍）2教材：自编初中口语教材
4、3教学时数：7周，126课时。4教学目标与步骤：分三个阶段进行，由易到难，逐步提高。首先解决“开口问题”使学生敢于说，大声说。训练内容有：“数数比赛”，“说人体器官比赛”，“说水果、蔬菜比赛”，“自我介绍才艺比赛”等。在竞赛中调动学习积极性，在竞赛中消除心理障碍，在竞赛中学会说英语。第二阶段情景会话训练。每课有一个主题，如“打电话”、“谈天气”、“购物”、“看病”、“问路”、“面试”等等。 方式：先分小组开展交际活动，最后在全班表演，展示学习成果。通过上述活动，培养了学英语的兴趣，增强了语感，提高了表达的流畅性，有了一些表情与手势。4.第三阶段进行语篇训练，内容包括寓言，童话，优美散文，短小议
5、论文。目的是进一步提高口语的流利性，丰富性，变化性，使他们逐步具备演讲、辩论、即席发言的能力。教学形式根据教材特点确定：寓言、童话分角色扮演，人人参与演出；优美散文开展朗诵与创造性复述；议论文开展讨论、辩论。5效果：通过7周的口语训练，本班学生的口语有了大面积的大幅度的提高。培训结束时，再一次对学生进行了口语测试，原来不敢开口说话的21名学生（占全班的70%）现在个个都能用英语会话，语音语调正确清楚，有一定词汇量和造句能力，其中半数以上达到了会话较流利，有一定表情。至于原来基础较好的同学则进入更高的层次，能演讲，辩论，即席发言，声情并茂。四、结论：中学英语教学要实现国家英语课程标准规定的任务，
6、培养学生的学习兴趣，掌握一定的语言基本技能，特别是听说的交际能力，就必须改变传统的陈旧的教学法，以交际教学法等一些先进的教学法取而代之。（+数据）交际教学法之所以适合英语教学是因为它具有实践性，在说中学说，在交际中学交际；具有直观性，在具体语境中说，表达才出于自然，语言和情景相统一；具有趣味性，学生在游戏中、表演中学习，热情洋溢，兴致高昂；具有激励性，在比赛中力争上游，在奖励中增强信心，他们才克服了“怕”的心理障碍，一天天得到提高。关键词：国家要求、问题与原因、交际教学法Abstract The abstract should include the following information
7、: Introduction (What is this project about? Why is this project interesting or important?); Hypothesis (What did you think you would find? Why?); Methods (Briefly explain your procedure.); Results (What did you find when you performed your project?); Discussion (Are your results consistent with your
8、 initial hypothesis? Why or why not?); Conclusion (What is your interpretation of what these results mean? Why should anyone become excited about or interested in your findings?).Suggest length: 200 words. Interrogated elaborated the middle school English teaching malpractice and the middle-school s
9、tudent spoken language generally bad reason, proposed solved the question countermeasure, this was substitutes for traditional with the human relations teaching method. The author (spoken language test) obtains from the investigation, by the fact proved that the traditional English teaching method h
10、as created “the mute English”, is the defeat. The author thought that the human relations teaching method advocated in saying the academic society said that the academic society human relations were conforms to the language study rule in the human relations, utilized this method teaching to be possi
11、ble to cause the student achieved National Curriculum Standard request.The author held an experiment on a summer vacation class(30 people) carried on 07 years to the Junior 2 students on spoken language training by the human relations teaching method, the short 7 weeks enabled students spoken langua
12、ge proficiency to have the big area large scale enhancement. This experiment proof, the human relations teaching method conforms to the language study rule, conforms to young peoples age characteristic, is worth advocating, promotion.Key words: the mute English, human relations teaching method, Nati
13、onal Curriculum StandardTable of ContentsPages1. Introduction 11.12. Project Objective12.1 Question1-22.2. Reason analysis22.2.1 Lacks English linguistic environment2.2.2 The partial people have the psychological barrier2.2.3 The partial people not very positive study manner23. Human relations teach
14、ing method experiment process (teaching design and project implementation)3-54.Effect5.Conclusion55Improve students spoken language ability through the human relations teaching method1. IntroductionImplements omni-directionally along with our country reform and open policy with deepens, the society
15、set more requests to peoples English proficiency. Spoken English ability is day by day important. The Ministry of Education formulated newly National English Curriculum Standard proposed explicitly the basic English teaching goal was through listening, speaking, reading, writing and so on teaching a
16、ctivities, stimulated and raises students study interest, mastered the certain language basic skill, specially the listening and speaking in the human relations ability. This kind of new guiding principle complies with the demand of the time development, emphasizes on taking seriously to raise the s
17、tudents spoken language exchange ability. However in the field research, English teachers feel this is certainly not an easy matter, because the traditional teaching method is by the pronunciation, the glossary, the grammar teaching primarily. The after class practice is designed to consolidate thes
18、e knowledge, which actually is serving for the high school entrance examination and “the college entrance examination . Its consequence has created “the mute English”, which may result in high scores in the written examination, but actually does not dare to speak out so that they cannot communicate
19、with people. How therefore to change the tradition educational model, absorb the new teaching ideas, introduce the new teaching methods, raise students oral English in the human relations ability earnestly, has become the important topic in the elementary and middle schools English teaching.The teac
20、hing method which had hold long term rule during last century was the grammartranslation teaching method. In the 1970s, this method of grammar translation has received theaudio-lingual method challenge, afterward the linguists have created the scene teaching method,the systemic reaction teaching met
21、hod, the socialization teaching method and so on, these teachingmethods had reflected the predecessor in the different development phases research results,specially the socialization teaching method, which worthies us studying and using for reference. This article mainly elaborates two matters: The
22、problem of junior high pupils spoken languageand the reason of it; how to solve the problem of raising the spoken language proficiency fast by creatively using the socialization teaching method.2. Project Objective 21 Question:I held an office in the new concept education company in the summer vacat
23、ion of 2007 and I am responsible for a junior grade two classs spoken language training. To the teaching, I first have carried on the test with a clear goal to their spoken language proficiency. (1) The content and method of the spoken language test. The content of the oral exam including two items:
24、 The student introduces him/herself in English in all personnel; then with English replied the teachers question. The teacher will record and evaluate the students performance, level, good and bad points.(2) The object of the test: The Junior Grade two spoken language training class 30 student (3) T
25、esting time: July 10th,2007(4) The result of the test: Through the spoken language test, I found that all personnels spoken language proficiency is very bad. Situation following table:初二口语能力调查表口语能力能声情并茂演讲会话较流利说话结结巴巴不敢开口说话人 数May see from the previous table, only two of the 30 students spoken language
26、 was good, account for 7%, 7 can open the mouth to speak but didnt pass, account for 23%, 21 does not dare to speak out, account for 70%, which was unexpectedly. Thus it can be seen that the middle-school student spoken language proficiency has not achieved National Curriculum Standard, which demand
27、s that students “can use English to be familiar with the matter which carries on the dialog” by far stipulates.Reason analysis (1) The traditional English teaching method emphasizes on the knowledge, ignores the ability, emphasizes on the test, ignores the spoken language. In the classroom, the teac
28、her speaks English; the students listen to English so that the students basically do not have the opportunity to speak. Therefore the traditional English teaching method is the main factor of the mute English . （）Lacks English linguistic environmentHuman relations teaching methods initiator Europe W
29、right (Allwvight) thought that English studys success lies in that the students are placed in the linguistic environment where they need to use English to socialize, like this can raise the students understanding and utilization language ability. But our students opportunity to contact the real Engl
30、ish human relations scene is limited, their language learning environment is the classroom, which lacks in creating the atmosphere and the scene to use English. Even if the spoken language practice is also controlled by the teacher most of the time like machine, lacks the meaningful exchange between
31、 the teachers and students in the thought, the information and the emotion.（）The partial people have the psychological barrierSome students are disposition introversion, which caused them feel ashamed when speaking English in front of others. Many students always have a kind of psychology fear to op
32、en the mouth to speak English, fearing making a mistake, fearing being blamed by the teacher, fearing being scoffed by schoolmate. This kind of dread causes the nerve and worry when the student trying to express in English, which affects their normal thought and the smooth expression.（4）The partial
33、people not very positive study mannerStudents study interest decides the foreign language studies success or fail. “The interest is best teacher” (Einstein). Some students enthusiasm to study the English is deficient, fear the difficulty, fear the painstakingly, do not have the perseverance, the con
34、fidence, therefore they entered a vicious circle, the more they lack of the interest of study, the worse their spoken language proficiency is, the worse their spoken language proficiency is, the more they lack of the interest of study. Therefore, stimulates the students interest and enthusiasm of st
35、udying English is very important to raising their spoken language proficiency.3.Human relations teaching method experiment process (teaching design and project implementation) 1. Teaching object: Junior Grade Two students (30 people, on soon Grade Three, their spoken language level is low, which has
36、 made introduction in the front) 2. Teaching material: From arranges Junior middle school Spoken language Teaching material 3. Teaching hour: 7 weeks, 126 class hours.4. Teaching goal and steps: Dividing into three stages to carry on, from easy to difficult, enhances gradually. The first stage: Firs
37、t solving “the aperture problem” to cause the student to dare speaking out and speaking out loud. The training content includes: “counting competition”, “saying the human organs competition”, “saying the fruit, the vegetables competition”, “introducing one selfs talent and skill competition” and so
38、on. Arouses the study enthusiasm in the competition, eliminates the psychological barrier in the competition, and learns to speak English in the competition. Cases 1 - the study of a few One from a few to Twenty, to slow after the fast, pronunciation clear, attention Thirteen, Fourteen such as the t
39、een is the term double-word, in one breath a few end. First from a few to Twentieth, to read it again slowly, and then read it twice quickly. Finally a few three times in one breath, as much as possible to clearly and accurately. Teaching steps: first practice many times, then divided into five grou
40、ps after the game to see who in one breath a few more, and clearly and accurately. Each group selected two representatives to participate in class competitions, decided the winners. Homework: In the help of machine learning, practicing in one breath say the name of human organs, animal names, for th
41、e next class of training, to prepare for competition.Example 2 - About Me Self-introduction should be decent, generous, the amount of information provided should be decided according to actual needs. Under normal circumstances the first time and people should take the initiative to meet a simple sel
42、f-introduction, such as: My name is Alfred. Im a teacher of English. Im working in Hubei University. If the other party to a more comprehensive understanding you, you can also add some elements, such as study, work, talent, habits, family and other personal problems. Conversations with foreigners mu
43、st be careful not to inquire about income, age, and other privacy issues. Teaching steps: self-training: each person to self-analysis, self-awareness, carefully conceived, wrote Introduction (or outline), I briefed the basic information, especially prominent hobbies and personality, lively and Engli
44、sh songs or Poetry can be interludes of them. After practicing since written lesson. The practice: his class of self-introduced competition, everyone came to power lectures, performances. Comments: teachers and students from the common language, facial expressions, content, knowledge, talent, and so
45、 on different aspects of winners.Second stage scene conversation training. Each class has a subject, like “telephones”, “to discuss that the weather”, “the shopping”, “sees a doctor”, “asks the way”, “the interview” and so on. way: Divides the group to carry out the human relations activity first, f
46、inally performs in all personnel, demonstration study achievement. Through the above activity, has raised study English interest, strengthened the language sense, enhanced expression smooth, had some expressions and the hand signal. Example: call A: Hello, 332400. B: Oh, hello, Sally. This is Dave T
47、homson here. Could I speak to Jim please? A: Im afraid hes not in at the moment, Dave. He went out about an hour ago and hes not back yet. B: Any idea when he might be back? A: Well, he shouldnt be long. He said he was just going to get some paint. But I wouldnt be surprised if hes stopped off at th
48、e pub on the way back. B: OK. Well, tell him Ive called, will you? And Ill try again later. A: All right. Good-bye, Dave. B: Thanks then Sally. Good-bye. Teaching steps: first since the training, said Lian Lian Reading; skilled with the students after the training, additions and deletions, names and contact numbers to the actual. Then his class called The competition, pairs to find their own performances. Comments: teachers and students together from the fluent English, the word accuracy,