交际法在小学英语口语教学中的应用教育教学专业

1、AbstractThe traditional English teaching mode pays attention to the teaching of knowledge such as grammar vocabulary and so on. There are some problems in English teaching that students lack of English dialogue in English class so that students can not grasp the knowledge of language learning skills

2、.In addition, In addition, active primary school students tend to lose interest in learning English and even conflict,gradually be unable to communicate in English.The use of language is the ultimate goal of language learning, so English teaching should pay more attention to the cultivation of stude

3、nts' communicative competence.Under the condition of lacking of language environment, teachers are required to design and organize communication activities, and guide students to participate in group discussions, role play and other activities.Change the traditional teacher centered class to stu

4、dent centered.Moreover,lead the students participate in the communicative activities and mobilize the of the students to learn English.Finally achieve the purpose of mastering the language through the practice of language activities.Key words:passive-learning；oral teaching；interest摘 要传统英语教学模式注重语法词汇等

5、知识性的传授，存在一些不足，英语课堂缺少英语对话交流，学生学习知识后却无法掌握语言运用技能。除此之外，活泼好动的小学生容易对英语模式化的课堂学习失去兴趣甚至产生抵触情绪，从而导致学生总体英语水平不高，无法熟练用英语进行简单的实际交流。使用语言是学习语言的最终目的，所以，英语教学应更加注重学生交际能力的培养。交际法教学是在缺少语言环境的条件下，要求教师设计组织交际活动，引导班级学生参与小组讨论，角色扮演等活动。将以往传统上以教师为主的教学方向转变为以学生为中心，让学生参与交际活动，调动学生学习英语的热情和积极性。最终达到通过不断的语言活动的练习从而掌握这门语言的目的。关键字:积极学习；口语教学；

6、兴趣ContentsTOC o "1-3" h u1.Introduction 11.1 Background of Research 11.2 Significance of Research 21.3 Purpose of Research 22. Literature Review 32.1 Definition of Communicative Approach 32.2 Research Status 42.2.1 Domestic Research Status 42.2.2 Foreign Research Status 52.3 Output Hypothe

7、sis 72.3.1 Definition of Output Hypothesis 72.3.2 Functions of Output Hypothesis 73. Research Design 83.1 Research Question 83.2 Research Method 83.3 Research Object 83.4 Research Procedure 94. Discussion and Analysis 94.1 The Problems Existing in the Primary School English Classroom 94.1.1 Students

8、 Lack of Interest in English Communication 94.1.2 Students Are Used to Passive Learning 114.1.3 Students Lack of Chances to Practice Oral English 125.Ways to Improve Oral English Competence through Communicative Approach 145.1 Active Classroom Atmosphere and Stimulate Students Interest 145.1.1 Mutim

9、edia Assisted Communicative Approach 145.1.2 Role Play to Liven the Class 155.2 Enhance Students Initiative 155.2.1 Students Are taken as the Key Role 165.2.2 Teacher Encourage Students to Learn Initiative 165.3Teachers Deign Scenarios and Training Students Oral English 175.3.1Teachers Design Scenar

10、ios 185.3.2Teachers Organize and Participate in Activities 186. Conclusion 19Bibliography 20The Application of Communicative Approach in Oral English Teaching in Primary School1. Introduction1.1 Background of ResearchWith the development of the times, the level of China's opening to the outside

11、world is increasing, and the communication with the world is becoming more and more frequent.As an international language, English plays an important role in international communication.In the various English skills,spoken English plays an important role in China's current economic construction,

12、 foreign exchange and cooperation and cultural education.Job interviews, foreign negotiations, foreign visits and cultural exchanges are inseparable from the spoken English.And good command of spoken English can enable a person to live and work in a diverse culture, will not be limited by a single c

13、ultural group.Therefore, the study of spoken English is particularly important.The purpose of foreign language teaching is to cultivate students' ability of using foreign language to communicate. Therefore, English education must be based on practical application, and cultivate students' pra

14、ctical ability. Naturally, oral English teaching has become an important part of English Teaching.Primary school students are in the early stages of learning spoken English, but also in the stage of mental development which is not yet mature.There are some problems in learning oral English.When they

15、 face the strange language, boring learning atmosphere, boring learning mode,it is very difficult to concentrate on learning English for lively students in the oral English class and they gradually lost enthusiasm.In traditional English teaching, teachers pay more attention to the teaching of knowle

16、dge, but ignore the cultivation of initiative oral English for primary school students.And in a short English class does not provide sufficient opportunities for students to practice oral English.Even a simple and flexible English conversation is not easy for most primary school students.An educator

17、 once said: "the first condition of teaching a foreign language is to make it possible for the students to get in touch with foreign languages and use foreign languages. Learning a foreign language likes learning to swim. Students have to soak in the water and dive into the water

18、 so that they can finally enjoy themselves as a skilled swimmer."Today, the primary school students often lack the ability topractice oral English in the situational activities.1.2 Significance of ResearchIn the process of learning spoken English, students have the characteristics of lack of en

19、thusiasm and initiative, and they do not get enough opportunities to practice oral English in the classroom. This paper will study the primary school students to learn oral English, the causes of these problems and problems, and then through the reasons to find ways to solve the problem.This paper w

20、ill study the problems of primary school students learning oral English and the cause of these problems,and then through the reasons find the way to solve the problems. S Take students as the center, from the perspective of the students to understand the status of their learning oral English.Th

21、en find the corresponding methods to improve primary school students' interest in learning English, to guide the students to cultivate the initiative of oral learning and increase their participation in oral communication activities. Finally, English teachers will improve their teaching effectiv

22、eness in oral English,and improve efficiency of primary school students to learn oral English.1.3 Purpose of ResearchTo sum up, learning oral English is very important for primary school students.Good skill of oral English will help you be able to deal with the problems encountered in studying, work

23、ing and traveling abroad.With a good command of oral English means you can master a skill and it will enhance your competitive edge.For the country, spoken English plays an important role in economic construction, political exchanges and cultural exchanges.Therefore, its important to study oral Engl

24、ish.The purpose of foreign language teaching is to cultivate students' ability of using foreign language to communicate.Oral English education must be based on practical application to cultivate primary school students' communicative competence.However, primary school students want to master

25、 spoken English, the most important thing is to improve their oral English ability in language activities. The cultivation of foreign language communicative competence is a long process, and there are still some problems in oral English Teaching in primary schools.The purpose of this paper is to sta

26、rt with the communicative approach,and according to thecharacteristics of oral English teaching, we should choose the appropriate teaching strategies. First of all, English teacher need to change the dull classroom atmosphere,use the multimedia assisted communicative teaching method to attract the a

27、ttention of primary school students.Finally through role-playing and other activities to mobilize the enthusiasm of primary school students to learn oral English.In his famous "Monitor Model" about the second language acquisition, S.Krashen put forward the affective filter model:the input

28、of the speech signal is filtered before it is absorbed". If the interest of the learners is strong and the emotion is positive, the filtering effect is small, and the absorbing things are much, and vice versa.Then change the status of primary school students, take students as the center.Teacher

29、s should build up friendly relations with students, and actively encourage students to take the initiative to learn oral English.Finally teacher design situational activities.And as the organizers and participants,teachers should actively guide the students communicative freely and spontaneously in

30、the target language environment to guarantee activities can be carried out smoothly.In the communicative activities,pupils' oral English expression ability and communication ability have been improved.2. Literature Review2.1 Definition of Communicative ApproachCommunicative approach is a kind of

31、 teaching method system, which aims to cultivate communicative competence that based on the language function and the concept of the project.Communicative approach is often called as functional approach or functional-notional approach by language teaching method.Centering on the communicative compet

32、ence as the goal of foreign language teaching and learning, the corresponding views of language, the principles of learning and language teaching appeared one after the other.In 1978 ,National Syllabuses of Wilkins and Teaching Language as Communicative of Widdowson marked the birth of the communica

33、tive teaching method.Chomsky divided language theory into two parts: language competence and language use.He was not interested in language use but was more concerned with how people generate and understand language.Hymes, a social linguists, putted forward the concept of "communicativecompeten

34、ce" which was against at Chomsky's "linguistic competence".He believed that a person's language ability should include the ability to use the language properly.Thus, for the first time, he putted forward two aspects of communicative competence: "language ability" and

35、 "language use".Communication School believed that the ability to communicate with the target language is the purpose of language teaching.And the content of language teaching includes the language structure, as well as the expression of a variety of ideas and functions of the commonly sta

36、tements.Moreover, the communicative approach pays more attention to the cultivation of students' language ability.And use the sentence patterns and situational language to support and encourage the students to practice the foreign language through authentic language materials in Teaching.2.2 Res

37、earch Status2.2.1 Domestic Research StatusFor a long time, the status of translation teaching in English teaching can not be shaken.Grammar was the basis of translation teaching, and the arrangement of the course was based on grammar.The teacher used the mother tongue teaching to teach grammar in En

38、glish class,and became the center of the classroom.As long as students mechanical remember words, vocabulary, grammar, and the contents of the textbook.But even if students can keep track of vocabulary, grammar and sentence patterns, they can't cope with the daily conversation easily.In 1970s, H

39、ymes proposed the concept of communicative competence.Then communicative approach has a theoretical basis and gradually popular.In 1983, the communicative approach appeared in our countrys English classroom.In the late 70s to the middle of the 80s, the communicative approach appeared in the fie

40、ld of education in China.However, we had not yet considered the actual situation of English Teaching in China.It already had been put into the experiment.In the middle of the 80s,for the Chinese educational circles,as a relatively young teaching method, communicative approach had gone through the pr

41、ocess from confusion to clarity in China.More and more teachers, students and parents understood and recognized the teaching effect of communicative approach.At the same time, the communicative approach was applied tosome foreign language textbooks.Since 90s, our country had a further understanding

42、of the communicative approach.In 1992, China's National Education Commission (SEDC) introduced the communicative approach to China for the first time, and begun to replace the "dumb English".More advocates in the field of education promoted the use of communicative language teaching in

43、 the teaching practice. The level of communicative teaching method continuously improved. In teaching practice,experience was also accumulating, and the development momentum was more full of hope.However, no educator can gave an absolute basis for educators that foreign language learning was focused

44、 on language knowledge or practical use.Vocabulary and grammar knowledge is the foundation, rich vocabulary and grammar knowledge is the most basic conditions of language activities, and the use of language is the fundamental purpose of learning language.Therefore, the traditional teaching meth

45、od which based on the grammar knowledge and communicative approach is very important for the study of foreign language.In order to adapt to the actual situation of English Teaching in China at that time, educators suggested that the traditional teaching method should be combined with communicative a

46、pproach.The history of the development of communicative language teaching in China is not long, which means that the communicative approach will inevitably encounter some problems in the practice of classroom teaching.As the leader of communicative activities in class, teachers could not adapt to th

47、e new role which asked them to become a participant in the activities of the students from a delivery of traditional knowledge .On the other hand, in order to ensure the teaching effect, the teachers were more likely to choose the traditional teaching method which can be mastered adroitly and relati

48、vely conservative.In China, the training of communicative language teaching method for teachers is still lacking.As far as students am concerned, it is more practical to deal with the English test which pay more attention to the grammar knowledge than the practice of oral English, that leads to stud

49、ents lack of learning motivation to improve their communicative competence.And students are accustomed to the traditional mode of class,when they face the new communicative teaching method, they feel at a loss and can not grasp the key content of the course and the class efficiency is low.2.2.2 Fore

50、ign Research StatusAfter the Second World War, the Soviet Union and the United States constantly became strong.In order not to be affected by the bipolar pattern, the European countries began to move towards the united. In 1967, the European Coal and Steel Community, the European Economic Community

51、and the European Atomic Energy Community were collectively referred to as the European Community.In order to realize the combination of various countries, the study of foreign language communicative competence was very urgent.Gradually, the reform of language teaching had been attached importance by

52、 the member states.Learning language is mainly about "what to teach" and "how to teach" and the ultimate goal is to learn how to use the language.The teaching method is mainly concerned with the ways of teaching, that is, how to teach.In order to overcome the difficulty of lackin

53、g of language environment, the teaching method needs to provide a virtual communication environment through limited language communicative activities to improve students' communicative competence.In 1971, after Chomsky putted forward the concept of "language ability", social linguist H

54、ymes putted forward the concept of communicative competence in the book of On the Communicative Competence.He pointed out the limitations of the early understanding of communicative competence, believed that communicative competence included grammatical competence, social linguistic competence, disc

55、ourse competence,and strategic competence.And the ability to use the language should be considered as one of the criteria to consider the language ability.In the same period, D.A.Wilkins, a British linguist, published National Syllabuses in 1976, which became an important teaching syllabus for early

56、 language teaching.In his book, Wilkins divided verbal communication into semantic categories such as "function" and "idea".The writer payed more attention to the communicative purpose and effect of the classroom in this book.After 80s, the Canadian scholar Canale and Swain furth

57、er developed Hymess theory of communicative competence and putted forward the communicative function model, which gave the guiding significance of language teaching to the concept of communicative ability.H.G.Widdowson published the Teaching Language as Communication in 1978 and the publication of o

58、ther linguists' communicative teaching methods, communicative approach had been developed and perfected.After 1990, applied linguists Buckman and Palmer putted forward Communicative Competence Theory, which was comprehensively and systematically divided into three aspects: linguistic competence,

59、 strategic competence andpsychological and physiological mechanism.Beyond seas, theory about the communicative teaching is in the continuous development and improvement.However, there are no feasible measures to solve the problem of insufficient attention to reading because of the large proportion o

60、f language activities in the classroom.Under the influence of long-term communicative teaching activities, students have obvious obstacles in the process of reading comprehension.Secondly, as one of the three elements of language, grammar is particularly important in the whole process of foreign language learning.At the same time grammar is the basis of und