交际性语言教学在高中口语教学中的运用的开题报告

交际性语言教学在高中口语教学中的运用的开题报告摘要：交际性语言教学(CILT)是自1970年代以来发展起来的一种以交际为中心的语言教学方法。本文将尝试探讨CILT在高中口语教学中的运用，以提高学生口语表达能力和语言交际能力。本文首先介绍了CILT的基本概念和理论基础，然后探讨了CILT在高中口语教学中的优势和应用，最后提出了CILT在高中口语教学中的局限性和应对措施。关键词：交际性语言教学；高中口语教学；优势；应用；局限性Abstract:CommunicativeLanguageTeaching(CLT)isalanguageteachingmethodthathasdevelopedsincethe1970s,withcommunicationasitsfocus.ThispaperaimstoexploretheapplicationofCLTinhighschoolspeakingteachingtoimprovestudents'speakingandcommunicativeabilities.ThispaperfirstintroducesthebasicconceptsandtheoreticalfoundationsofCLT,thendiscussestheadvantagesandapplicationsofCLTinhighschoolspeakingteaching,andfinallyproposesthelimitationsofCLTinhighschoolspeakingteachingandcorrespondingmeasurestodealwiththem.Keywords:CommunicativeLanguageTeaching;highschoolspeakingteaching;advantages;applications;limitationsI.IntroductionWiththedevelopmentofsocietyandtheincreasinginternationalization,languagecommunicationabilityisbecomingmoreandmoreimportantforhighschoolstudents.Asanimportantaspectoflanguagelearning,oralcommunicationabilityhasalwaysbeenthefocusofattentioninlanguageteaching.CommunicativeLanguageTeaching(CLT)isanewteachingmethodthathasemergedinthefieldoflanguageteachinginrecentyears.Itemphasizestheuseoflanguageasatoolforcommunicationandaimstoimprovestudents'communicativecompetence.Inthispaper,wewillexploretheapplicationofCLTinhighschoolspeakingteaching.II.TheoreticalBasisofCLTCLToriginatesfromthecommunicativeapproachproposedbyHymes(1972),whichemphasizestheimportanceoflanguageuseinspecificsocialcontexts.Itemphasizesthattheprimarypurposeoflanguageiscommunicationandthatlanguagelearningshouldpreparelearnersforreal-lifecommunicationsituations.CLTemphasizestheuseoflanguageincontext,emphasizestheimportanceoflearners'socialandculturalbackgrounds,andemphasizestheimportanceofusinglanguageasatoolforcommunication.III.AdvantagesandApplicationofCLTinHighSchoolSpeakingTeaching1.PromotetheactiveparticipationofstudentsCLTemphasizestheinteractionbetweenteachersandstudentsandamongstudents,sostudentsareencouragedtoexpressthemselvesactivelyandtoparticipateingroupdiscussionandroleplay.2.Improvestudents’communicativecompetenceCLTfocusesonlanguageuseinrealcommunicationsituations,whichcanimprovestudents'abilitytocommunicateinreal-worldsituations.Theuseofauthenticmaterials,suchasvideos,songs,andmagazinesintheclassroomcanalsoenhancestudents'understandingofculturaldifferences.3.CatertoindividualdifferencesCLTisstudent-centered,whichmeansthatteachersshouldtakeintoaccountthedifferentneeds,interests,andbackgroundsofstudents.Teacherscanuseavarietyofteachingmethods,suchaspairworkandgroupwork,tomakethelearningprocessmoreenjoyableandeffective.IV.LimitationsofCLTinHighSchoolSpeakingTeaching1.InsufficientattentiontolanguageformCLTemphasizescommunicationandtheuseoflanguageincontext,whichmayleadtoinsufficientattentiontolanguageform,suchasgrammarandvocabulary.2.OveremphasizefluencyoveraccuracyCLTvaluestheabilitytocommunicatefluentlyandnaturallymorethanaccuracy,whichmayleadtostudentsneglectinggrammarandvocabularyaccuracy.V.MeasurestoDealwiththeLimitationsofCLT1.IncorporatelanguageformintothecommunicationactivityTeacherscanincorporatelanguageformintothecommunicationactivitybyhighlightingthekeyvocabularyandgrammarpointsbeforeorafterthecommunicationactivity.2.AddaccuracytrainingTeacherscanaddaccuracytrainingtothelanguagecommunicationtrainingtocultivatestudents'abilitytouselanguageaccurately.VI.ConclusionCLT,asanewteachingmethod,hasmanyadvantagesinhighschooloralcommunicationteaching.However,duetoitsownlimitations,teachersshouldpayattentiontotheba