情景教学法在中学英语口语教学上的应用

1、本科生毕业论文（设计）册学院XXX学院专业英语教育班级XXX级英语教育X班学生XXX指导教师XXXXXXX大学本科毕业论文（设计）任务书编号：论文（设计）题目：情景教学法在中学英语口语教学上的应用学院：XXX学院专业:英语教育班级:XXX级英语教育X班学生姓名：XXX学号:XXXXXXXX指导教师：XXX职称:教授1、论文（设计）研究目标及主要任务本论文的研究目标是总结有关中学英语口语教学以及情景教学法的国内外研究及其在中学英语口语教学中的应用。其主要任务是通过分析情景教学法的作用指导中学英语口语教学。2、论文（设计）的主要内容本论文分为四章，第一章介绍该研究的背景、目的及论文的设计，第二章介

2、绍口语教学的国内外研究，第三章介绍情景教学法的国内外研究，最后一章讨论了情景教学法在中学英语口语教学上的应用。3、论文（设计）的基础条件及研究路线本论文的基础条件是不同的语言学家及教育学家对情景教学法的研究结果。研究路线是对情景教学法的应用从不同的角度进行阐述，并将其分别应用在中学英语口语教学实践中。4、主要参考文献Krashen,S.D,1982.PrinciplesandPracticeofSecondLanguageAcquisition.Oxford:PergamonPress.Nunan,D.1989.DesigningTasksoftheCommunicativeClassroom

3、.Cambridge:CambridgeUniversityPress.杭理.2009.初中英语口语教学现状与研究策略.考试周刊第40期，123-25.龙文珍.2003.中学英语情景教学的设计与运用.上海：华东师范大学.李吉林.2006.情境教学实验与研究.北京：人民教育出版社.5、计划进度阶段起止日期1确定初步论文题目3月16日前2与导师见面，确定大致范围，填开题报告和任务书，导师签字3月16日-3月23日3提交论文提纲3月23日-3月30日4交初稿和文献综述3月30日-4月20日5交终稿和评议书5月8日前指导教师：年月日教研室主任：年月日注：一式三份，学院（系）XXX汉学本科生毕业论文（设

4、计）开题报告书学生姓名XXX论文（设.计:篙小教学杵中沙语口语教学上的应用指导教师XXX专业所属教英语高年职称研室级教研室5T英语教学法课题论证：从国内外各个研究等方面论证情景教学法的作用及其在中学英语口语教学中的应用。方案设计：第一章介绍该研究的背景、目的及论文的设计，第二章介绍口语教学的国内外研究，第三章介绍W景教学法的国内外研究，第四章讨论了情景教学法在中学英语口语教学上的应用。进度计划：3月16日前确定初步论文题目3月23日前写开题报告、任务书3月30日前提交论文提纲4月20日前提父初稿和义献综述5月8日前交终稿和评议书指导教师意见：指导教师签名：4羊月日教研室总见：教研室主任签名：年

5、月日XXX学院英语教育专业2XXX届XXX汉学本科生毕业论文(设计)文献综述LiteratureReviewSpokenlanguagewasthemostfrequentlyusedcommunicationtoolforhumans.TeachersinmiddleschoolsshouldattachimportancetooralEnglishteachingandimprovethestudentscommunicativeability(ZhuMinghui,2009).OralEnglishhassomefeatures.Firstly,externallanguageexpre

6、ssionandinternallanguagethinkingaresynchronous.Secondly,spokenlanguageissituational.Evenforthesametopicandcontent,therearedifferentexpressions.Thirdly,spokenlanguageisloose.Inordertomakethelistenerunderstandeasily,peopletendtousesimplestructure(ZhouXiaoqing,2012).OralEnglishteachingisacurriculumwhic

7、hletstudentslearnspokenknowledgeandskills.OralEnglishteachingisanelementofEnglishteaching.ThroughtheteachingstudentscancommunicatewithothersinEnglish(GuanXulan,2011).OralEnglishteachinghassometheoreticalbases.Firstly,cognitivelearningtheoryistoexplorethelawoflearningtheorythroughstudyingthecognitive

8、process.Itinsiststhathumanisthesubjectofstudyingandlearnactively.Atfirst,activityisthemediumofpeoplesknowledgeoftheexternalworld.Thepurposeofeducationistomakestudentscreatenotrepeat.(JeanPiaget,1970)Secondly,secondlanguageacquisitionisalsothebasisoforalEnglishteaching.S.D.Krashenslanguageacquisition

9、theoryincludesfivehypotheses:theacquisition-learninghypothesis,themonitorhypothesis,theinputhypothesis,theaffectivefilterhypothesisandthenatureorderhypothesis.InS.D.Krachensmind,onlywhenlearnersgetcomprehensiveinputwhichisalittlehigherthanhisorherpresentlanguagelevelandlearnerscanfocushisorherattent

10、iononcomprehensionofmeaningnotform,canthelearnergainlanguageacquisition.Ifthepresentleveloflearnersiscalledi”,theinput“i+1”canimprovethelearnersacquisition.Thirdly,thetheoryofconstructivismisofinstructionaleffecttooralEnglishteaching.Constructivismisabranchofcognitivepsychologyschool.Oneofitskeyconc

11、eptsisschematismwhichreferstoperceptionofunderstandingandwaysofthinking.Schematismistheoriginandcoreofcognitivestructureorthefoundationofpeoplegettingknowledgeofevents.Inrecentyears,scholarsinChinahavedonealotofresearchesinoralEnglish.Inthe1990s,thescholarshaveexploredthesituationandproblemsoforalEn

12、glishteachingfromtheperspectivesofcultureshock,teachersquality,emphasisdegreeandstudentspsychologicalbarriers,etc(Kang&Lu,1998).Wen(2001)andLiu(2002)havecarriedoutsurveysandgavesuggestionsforthetheoryandpracticeoforalEnglishteachingfromthebackwasheffectoftheNationalSpokenTest.Yang(2002)hascalledfort

13、heevaluationoforalproficiency,carefulactionsinthedesignoftasksandtheapplicationofcommunicativestrategiesaswellasforthebalancebetweenthetimedistributionofpeertalkandteachertalk,betweenthecenteronformandonmeaning.Actuallylistening,speaking,readingandwritingareinextricablylinked.Oneofthemainteachingpri

14、nciplesofCommunicativeteachingmethodologyistoregardtheskillsoflistening,speaking,readingandwritingascomprehensivelanguageactivityandputspeakingandreadingandwritingintheequallyimportantplaces(Zhao,2011).AmericansociallinguistsHymeshaveputforwardtheconceptofcommunicativecompetence,accordingtoChomskysl

15、inguisticscompetence.Communicativecompetencecouldbeunderstoodastheapplicationofpotentiallanguageknowledgeandability.InHymesmind,communicativecompetenceshouldconsiderfouraspects.Firstly,thespeakingshouldbegrammaticallycorrect.Thatisrightinform.Secondly,thespeakingshouldbesuitable.Thirdly,thespeakings

16、houldbeappropriate.Fourthly,thespeakingshouldemergeinreallife.Inthetwentiethcentury,Baker(1924)hassuggestedthatEnglishteachingshouldincludenotonlygrammarandwritingbutalsolanguageasatoolforcommunicationinthesocialcontext.OrtegaandNorrisbothhavepaidattentiontoissuesaboutoralproduction.Ortegahasoffered

17、adifferentviewofrelationshipbetweenprojectingandsecondlanguageoralproductionfromthestandpointofart.Shecallsformultiplesourcesofdataandanalysistomakeguidanceforsecondlanguageuseinsideandoutsidetheclassroom.Itisremarkableofthenumberofcreativeactivitiesdesignedbymanyscholarsoverthelastfifteenyears.Thes

18、eactivitiesareusefultoimprovelearnerscommunicativecompetenceandtheyhavechangedtheteachingoforalskills(Kransch,1993).HeemphasizedthegreatimportanceoforalEnglishandappreciatedthedevelopmentoforalEnglishteaching.AccordingtoEnglishscholarHornbysthoughts(1981),situationalteachingapproachmeansthattheteach

19、erscreatesomeconcreteandvividteachingsituationspurposefullyduringtheclasstohelpthestudentsgainknowledgeanddevelopskills.Heinsistedtheteachersshouldintroducenewvocabularyandsentencestructuretothestudentsfirsttoprepareforunderstandthearticleandthendealwiththearticlewhentheyapplythesituationalteachinga

20、pproach.YuYao(2003)expressedherideaaboutsituationalteachingapproach.HerdefinitionaboutthesituationalteachingmethodoriginatesfromFirthslinguistictheorylanguagehasitsmeaningaccordingtolanguagebackgroundandcontext”.Shehastheopinionthatthestudentscanexpresstheirideasimitatingthesimilarsentencesinthesitu

21、ation,communicatewithotherstudentsemotionallyandmasterlanguagestructures.Anderson(1996)havepointedoutthatthemostobviouscharacteristicofsituationalteachingapproachis“tohelpthestudentstolearnlanguageknowledgeonthecarrierofthetruelanguagesituations”.Specifically,ZhangQingying(2005)cameupwithseveralfeat

22、uresofsituationalteachingapproach.Firstly,situationalteachingapproachhasthecharacteristicofaudio-visionandvividness.YuYao(2003)thought“thesituationistheconcretesceneandoccasionwherelanguageexists”.Secondly,situationalteachingapproachhasthecharacteristicsofsymmetryofemotionandperception.ZhangQingying

23、thoughtthatlearningprocessistheprocessofinteractionofstudentsemotionandperception.Thirdly,situationalteachingapproachhasthecharacteristicsofputtingeducationandenjoymenttogether.InChina,thesituationalteachingapproachoriginatesfromEnglishLanguageTeachingestablishedbyZhangShiyiin1948.ZhangJianzhonghasa

24、lsomadecontributiontothedevelopmentofsituationalteachingapproach.ZhangJianzhongandYuHongzhen(2000)thoughtsituationisanimportantfactorthatinfluencestheeffectofEnglishteaching.WangYanpingandZhangJing(2003)havealsoexploredthesituationalteachingapproach.Inthearticle,theIntegrationbetweenSituatedCognitio

25、nTheoryandEnglishLanguageTeaching,theypointedoutthatthestudentsshouldlearninrealenvironmentandlearningtaskscannotbefarawayfromtruesituations.LongWenzhen(2003)alsoindicatedthatinconcretesituationsstudentsunderstandthepassedinformationandtheirdesireofexpressingtheirthoughtsisinspired.Thustheabilityofe

26、xpressingideasusingEnglishisimproved.Inforeigncountries,linguistsandeducatorshaveresearchedtheeffectofsituationalteachingapproachonteachingextensivelyanddeeply.Deweyvaluessituationalteachingapproachmuch.Heisthefirstpersontousesituationalteachingapproachineducation.Inhismind,theprocessofteachingisthe

27、processinwhichteachersshouldcreatesituationstoinspirestudentslearningmotivation.Hehasdevelopedthetheoryandpracticeofsituationalteachingapproach.FirthandHalliday(1974)researchedsituationalteachingapproachinoralEnglishclass.Theythoughtthatsituationalteachingistopresentteachingmaterialsbyobject,picture

28、s,actingandmultimedia.Itmakesstudentsgetmoreperceptualcognitionsandexpressandreactwelloutsidetheclassroom.LiteraturereviewincludesreviewsoforalEnglishteachingandreviewsofsituationalteachingapproach.ItpresentsthedefinitionsoforalEnglishteachingandsituationalteachingapproachandsomeresearchesonoralEngl

29、ishteachingandsituationalteachingapproach.Itisthetheoreticalfoundationofthethesis.本科生毕业论文设计题目：情景教学法在中学英语口语教学上的应用作者姓名：XXX指导教师：_XXX所在学院：XXX学院专业（系）：英语教育班级（届）：XXXX届完成日期2013年_5_月_8曰TheApplicationofSituationalTeachingApproachtoOralEnglishTeachinginMiddleSchoolsBYXXXXProf.XXXX,TutorAThesisSubmittedtoDepart

30、mentofEnglishLanguageandLiteratureinPartialFulfillmentoftheRequirementsfortheDegreeofB.A.inEnglishAtXXXXUniversityMay8th,2013AbstractWiththeglobalizationoftheworldeconomy,especiallyafterChinajoiningtheWorldTradeOrganization,oralEnglishbecomesmoreandmoreimportantindailylifeandthework.However,inmiddle

31、schools,thestudentsspokenEnglishispoorandtheoralEnglishteachinghasmanyproblems.Inordertosolvetheproblems,theauthorpurposesthatsituationalteachingapproachbeusedtoimprovetheoralEnglishteachinginmiddleschools.Situationalteachingapproachisnotanewword.Inrecentyears,manyeducatorshaveresearchedtheteachingm

32、ethodwhichappliessituationstooralEnglishteachinginmiddleschools.TheauthorsummarizesthetheoriesandresearchesonoralEnglishteachingandsituationalteachingapproachandcomesupwiththemeasuresandwaysaswellastheissuesteachersneedtopayattentiontowhenapplyingsituationalteachingapproachtooralEnglishteaching.Atth

33、eendofthethesis,theeffectsofsituationalteachingapproachonstudentsoveralllanguageproficiencyandteachersskillsaregiven.TheteachersinmiddleschoolsareencouragedtoapplysituationalteachingapproachtooralEnglishteaching,whichcananimatetheclassatmosphereandarousestudentsinterestandthenimprovestudentsoralEngl

34、ish.Keywords:Situationalteachingapproach,OralEnglish,iiiApplication摘要随着经济的全球化，尤其是我国加入世界贸易组织后，英语口语在我们日常生活和工作中都越来越重要了。但是，我国中学生的英语口语水平普遍不高，英语口语教学现状不太乐观。针对这一情况，本文作者认为情景教学法对提高中学生的英语口语有一定的帮助。情景教学法并不是一个新名词。近年来，对于如何将情景融入中学英语口语课堂上，许多教育工作者都进行了积极的研究和探索。本文作者详细总结了英语口语教学和情景教学法的理论基础和各项研究，并把情景教学法应用到中学英语口语课堂上，提出了有效的

35、措施和方法以及应该注意的问题。论文最后叙述了情景教学法对提高学生语言综合运用能力和教师水平的作用，并鼓励中学教师在英语口语教学上积极运用情景教学法，活跃课堂气氛，提高学生学习兴趣，进而提高学生的英语口语水平。关键词：情景教学法，英语口语，应用ivTableofContents1. Introduction11.1 Thebackgroundofthestudy.11.1.1 ThepresentsituationoforalEnglishteachinginmiddleschools11.1.2 TheproblemsoforalEnglishteachinginmiddleschools.1

36、1.2 Thepurposeandsignificanceofthestudy.31.3 Thelayoutofthethesis.42. ReviewoforalEnglishteaching2.1 SpokenlanguageandoralEnglishteaching.52.1.1 Definitionandfeaturesofspokenlanguage.52.1.2 DefinitionandtheoreticalbasesoforalEnglishteaching.6.82.2 ResearchesonoralEnglishteachingathomeandabroad2.2.1S

37、tudiesathome.82.2.2Studiesabroad.103. Reviewofsituationalteachingapproach.133.1 Definitionofsituationalteachingapproach.133.2 Characteristicsofsituationalteachingapproach143.3 Researchesonsituationalteachingapproachathomeandabroad163.3.1 Studiesathome.163.3.2 Studiesabroad.174. Theapplicationofsitua

38、tionalteachingapproachinoralEnglishteaching.194.1 Theoreticalfoundationofcreatingsituations194.2 TheprinciplesofcreatingsituationsinoralEnglishclass214.3 ThemeasuresofcreatingsituationsinoralEnglishclass.224.4 Theissuetoponder.255.Conclusion.26Bibliography2vivii1. Introduction1.1 Thebackgroundofthes

39、tudy1.1.1 ThepresentsituationoforalEnglishteachinginmiddleschoolsForalongtime,ChinasoralEnglishteachingisstillpentupbythetraditionalteachingmethodswhichpaymuchattentionongrammarandtranslation.Manyteacherscanskillfullyrecreateknowledgerelatedtotheteachingmaterialandeffectivelyorganizeandcontrolclassa

40、ctivities.However,theteacherslackstrategiesandmethodsoforalEnglishteaching.Inmanyoccasions,theteachersneglectthecultivationofthestudentsoralEnglishcommunicativecompetenceandtheypaylittleattentiontooralEnglishteaching.Asaresult,althoughthestudentshaveasolidgraspofEnglishvocabularyandgrammar,theycanha

41、rdlyexpresstheirideasinEnglishindailylife.Afterthestudentsareadmittedtothecollegestheyhavedreamedof,theyareatalossintheclassoftheforeignEnglishteachers.Furthermore,aftertheyenterintothesociety,theyfindtheycantdoanythingwithEnglishtheyhavemastered.Itissocalled“highgrades,lowability”.Whatthestudentsha

42、velearnedis“dumbEnglish”.ThismeansthatthestudentsEnglishlevelsofwritingandspeakingareoutoftouch.1.1.2 TheproblemsoforalEnglishteachinginmiddleschoolsTherearesomereasonsandfactorsastothereasonswhythestudentsgetthetitle“highgrades,lowability”.Firstly,oralEnglishteachingisrestrictedbyobjectivecondition

43、s.MostofthemiddleschoolstudentslearnEnglishintheenvironmentofChineselanguage.TheycommunicatewitheachotherinChinesenotEnglish.ApartfrominseveralEnglishclassestheyhaveduringoneweek,thestudentshavelittleopportunitytogetincontactwithEnglish.EveninEnglishclasses,someteachersandstudentsdonotspeakEnglish.W

44、hatthestudentshavelearnedaboutlisteningandspeakingislimited.Thislanguageenvironmentseriouslyaffectsthedevelopmentofthestudentslisteningandspeakingcompetence.Atpresent,inmostareasinChina,“small-classteachinghasnotbeenachieved.However,itneedsalotofpracticetoimprovestudentslisteningandspeakingcompetenc

45、e.Eachstudentshouldhaveenoughopportunitytopracticethelisteningandspeakingability.InmostclassesofthemiddleschoolsinChina,therearefiftytosixtystudentsandtheEnglishlevelsareirregular.Itisdifficulttoorganizeeffectiveoraltrainingpracticeforteachersandthestudentshavelittletimetopracticespeaking.SotheoralE

46、nglishcompetenceisdifficulttoimprove.Ontheotherhand,oralEnglishteachingneedsthehelpoftheoriginalmaterialandmulti-mediaequipment.Nevertheless,becauseofeconomicconstraints,middleschoolsinunderdevelopedareascannotaffordthenecessaryhardwarefacilitywhichalsohindersthestudentsoralEnglishability.Secondly,b

47、oththeteachersandstudentsneglectoralEnglish.Undertheconsequenceofexam-orientededucation,lotsofstudentshaveawrongideathatthepurposeoflearningEnglishistopasstheexamsandentercolleges.Although,oralEnglishtesthasbeenintroducedintoentranceexaminationforsecondaryschoolandcollegeentranceexamination,theresul

48、tshavelittleinfluenceonstudentsentrancetoahigherschool.Somestudentseventhinkthatoraltestisjustakindofform.IteasilymakesmiddleschoolstudentsthinkthatitsawasteoftimetopracticeoralEnglishskills.Infact,therearemanyteachersalsohavethatidea.EventhoughsometeachersrecognizetheimportanceoforalEnglish,itsdiff

49、iculttoconductoralEnglishteachingactivitiesunderthepressureofentrancetohigherschools.BothteachersandstudentsneglectoralEnglishtraining.Inactualteachingprocess,theemphasisfocusongrammarandvocabularyandoralEnglishactivitiesinteachingmaterialcantcomeintoforce.Hence,manystudentscantspeakEnglishfluently.

50、Thirdly,teachersconceptaboutEnglishteachingisobsoleteandtheirownoralEnglishisnotverygood.Englishisagloballanguageanditsservedforcommunication.Englishteachingmaterialisgraduallyupdating,butsometeachersstillobservethetraditionalteachingmethodology.Theyteachvocabularyimmediatelythroughdictationandtrans

51、lationnotthroughlisteningandspeaking.Thestudentscanpassthetraditionalexaminationeasilywhiletheirspeakingabilityisrestricted.Teachersownqualityisanotherimportantfactortoinfluencethestudentscommunicativecompetence.SomeEnglishteacherscantorganizetheclassinEnglish.TheyexplainEnglishinChineseandonlypayat

52、tentiontopassingonknowledge.OtherteachersjustreadthebooksandcantcommunicatewiththestudentssmoothlyinEnglish.TeachersplayasignificantroleinoralEnglishteaching.Thirdly,thestudentsEnglishlevelsaredifferentandtheyhavementalobstacle.SomestudentsaresilentindailylifeandtheEnglishknowledgetheymasterislimite

53、d.TheycanhardlyspeakoutacompletesentenceinEnglishevenwhentheyaregivenplentyoftime.Thestudentscaneasilyhavementalobstacleandtheyareafraidofspeakingwronglyandbeinglaughedatandcriticized.TheyhardlyspeakEnglishontheirown.OnlyasmallpartofstudentsliketoexpressthemselvesinEnglish,buttheycantchangetheatmosp

54、hereofclass.Astimepasses,itwillblockmoststudentsenthusiasmofspeakingEnglishandthestudentswillprefertowriteEnglish.ThatswhyastrangephenomenonexistsinChinathatalthoughstudentshavelearnedEnglishfrommiddleschoolstocolleges,theydonthaveeffectivecommnicativeability.Thiskindofstudentscannotadapttothedevelo

55、pmentofthesociety.1.2 ThepurposeandsignificanceofthestudySinceChinaenteredintotheWorldTradeOrganization,EnglishhasbecomeaworldwidelanguageandpeopleuseEnglishtocommunicatewitheachother.SoitscrucialforteacherstoimprovestudentsoralEnglishcompetence.Insituationalteachingapproach,teacherssetupsomeauthent

56、icsituationsguidingintotheteachingormakestudentsimitatesomesituations.Studentsareactivewhentheyareinconcreteandinterestingsituations,whichmakesthestudentspositiveanddynamicandtheywilllearnEnglishbyheart.Situationalteachingapproachisasuitableteachingmethodtoincreasestudentsinterestbecauseitdealswitht

57、hecharacteristicsofmiddleschoolstudents.ThestudyaimstoprovethatitisusefultoapplysituationalteachingapproachtooralEnglishteachinginmiddleschools.Inthisthesis,itwilldiscusshowtoapplysituationalteachingapproachintooralEnglishteachingandwhattopayattentiontointeachingpractice.SoteacherscanteachoralEnglis

58、hmoreeasilyandimprovethestudentsspeakingabilityinfuture.SituationalteachingapproachishelpfultopromotestudentsoralEnglish.ItalsoimprovesEnglishteachingreform,changesthetraditionalteachingmethodsandplacesstudentsinacentralplace.Thestudentsarethecenteroftheclassanditisbeneficialtostudentslifelongdevelopmentandaccordwiththerequirementofnewcurriculumreformsto