本科毕业论文-传统课文教学与整体法课文教学比较研究（成县一中英语教学实践）

分类号密级编号本科生毕业论文题目传统课文教学与整体法课文教学比较研究—成县一中英语教学实践学院外国语学院专业英语作者姓名班级2007级专升本（二）班学号指导教师提交日期2009.5.20PAGE原创性声明本人郑重声明：本人所呈交的论文是在指导教师的指导下独立进行研究所取得的成果。学位论文中凡是引用他人已经发表或未经发表的成果、数据、观点等均已明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或撰写过的科研成果。本声明的法律责任由本人承担。论文作者签名：年月日论文指导教师签名：TheComparativeStudybetweenTraditionalTeachingApproachandWholeLanguageApproachofEnglishText—TeachingPracticeofNo.1MiddleSchoolinChengxianCountyYangTingtingAthesissubmittedtotheSchoolofForeignLanguagesandLiteratureTianshuiNormalUniversityinpartialfulfillmentoftherequirementforthedegreeofBACHELOROFARTSinENGLISHLANGUAGETianshui,GansuMay,2009PAGEivTheComparativeStudybetweenTraditionalTeachingApproachandWholeLanguageApproachofEnglishText—TeachingPracticeofNo.1MiddleSchoolinChengXianCountryYangTingtingAbstract:TobeawareofthepresentsituationatseniormiddleschoolsinEnglishclassroomandguidedbythewholelanguagetheoryofGoodman,thispaperrecordedtwoforty-fiveminutesclass,including56studentsatNo.1middleschoolinChengxianCounty.TheconcernsofthetraditionalteachingapproachandwholelanguageapproachofEnglishtextwererespectivelyobserved,analyzed,andcomparedaswell.Itindicatesthattherearemanyshortcomingsintraditionalteachingapproach.Teachersimparttheknowledgeisolatedandmechanicallytostudents.Therefore,studentsonlylearn“brokenlanguage”,whichaffecttheunsatisfiedlearningeffect.WholeLanguageApproachisproductiveandeffectivesinceitcombineandteachfivebasiclanguages(listening,speaking,reading,writing,translating)atthesametime.Itprovidesthestudentswiththenecessaryopportunitytofunctionandperformbetter,whichacquiredincontextandinameaningfulsituation.ThisstudyhelpstomadeEnglishteacherspaymoreattentiontothestudentsinterest,needanddifficultiesintheprocessoflearning,tomakeclassroomstudents-oriented,sothatmoreandmorestudentscanimprovetheabilityofusinglanguage.Keywords:traditionalEnglishteachingoftext;wholelanguageapproach;seniormiddleschool传统课文教学与整体法课文教学比较研究—成县一中英语教学实践杨婷婷【摘要】为了了解目前高中英语课文教学的情况，本文对成县一中高一.3班56名同学进行了传统课文教学与整体法课文教学课堂实录。通过分别观察，分析并且对两者所完成的教学效果进行对比。由此可以得出，高中传统课文教学，教师仅仅是借助所学课文语言材料教授语言、语法、词法，而学生机械孤立的记忆教师教授的内容，学习一些“支离破碎”的知识，教学效果很不理想。整体法课文教学强调从整体着眼，了解课文梗概，然后对课文的部分、段落、句子等进行深入探究，在真实的语境中培养学生听、说、读、写的能力。此研究有助于高中英语教师在教学过程种起主导作用，以学生为主体，充分考虑学生的兴趣、需要、困难，使越来越多的学生提高语言运用的能力。【关键字】传统课文教学;整体教学法;高中英语CONTENTSⅠ.Introduction 1Ⅱ.Literaturereview 22.1TraditionalEnglishteachingapproachinseniorMiddleSchool…………….22.1.1TheLimitationsofTraditionalTeachingApproach…. ...22.2Wholelanguageapproach………………..…..32.2.1DefinitionofWholeLanguageApproach………………32.2.2ThefunctionofWholeLanguageApproach……………32.2.3ThesignificanceofWholeLanguageApproach……….4Ⅲ.TwoclassobservationsofChengxianCountyNO.1MiddleSchool 53.1Purposeandsite 53.2Subjects 53.3Datacollection………………...53.4Datatranscription 5Ⅳ.AcomparisonbetweenTraditionalTeachingLanguageandWholeLanguageoftext 54.1AcompareroleofteacherbetweenTraditionalTeachingApproachandWholeLanguageApproach…………...54.2AcomparelearningstrategiesbetweenTraditionalTeachingApproachandWholeLanguageApproach……………………74.3AcomparelearningmotivationbetweenTraditionalTeachingApproachandWholeLanguageApproach……………………94.4AcomparelearningeffectbetweenTraditionalTeachingApproachandWholeLanguageApproach…………...9V.ApplyingWholeLanguageApproachtomakeuptheshortcomingsofTraditionalTeachingApproach 8VI.Conclusion 11References 12Appendix 14Acknowledgements 21PAGE21Ⅰ.IntroductionTraditionalforeignlanguageteachinginChinahasbeencarriedoutnearly50yearsinChina.Therearesomeseriousproblemsimpedingthedevelopmentofthelearnersintegratedlanguagecompetence.Conventionalinstructionalsettings,however,languageisbrokenintosmallsegmentsandtranslationpaintedmaterialswordbywordinthebeliefthatstudentscanmasteritmoreeasilyandquickly.Asamatteroffact,thetraditionalteachingapproacheswastetoomuchclasstimeandeffortsandithasnoobviouseffort.Englishlanguageteachinghasbeenconductedbymanyforeignscholarsextensivelyandcopiously.Theyinvestigatedtheteachingapproachintraditionalclassroom,inwhichteacherspasstheknowledgetostudentinasingledirectionandoccupiesmoreclasstime,whiletheresultofthestudentsresponsesshowhowunsatisfiedrespondents.AmongthemnormChomskyandGoodman(1989)declaredthatlanguageisdealtaswholeandfunctionalphenomenontakingplaceinameaningfulcontent.Languagelearningcannotbebrokendownintomyriadisolatedsubskillthatlearnersacquisitionoflinguisticcompetencecanonlybeachievedthroughthelanguagecommunicationandchildrencanacquirealanguageonlybecausetheyliveintherealandnaturalenvironmentoflanguageratherthanlearnbyimitation(LiuZhaoyi,2000:58)”learningalanguageisaprocesstocultivatethelearners’pragmaticcompetence.Itisnecessarytoaccumulatelinguisticknowledge;however,accumulatelinguisticknowledgeisnottheultimatepurpose.Therefore,thereasonableandfeasiblewayiflearningalanguageistouseitwhilelearningit,tounderstanditwhileapplyingitandmakeitpermanentwhilelearningandapplyingit”(Edelsky,1993:11).Inresent20years,WholeLanguageApproachhasbeenattachedmoreimportancebymanyscholarsfromhome.WholeLanguageApproachisanapproachwhichdiffersfromotherlanguageteachingmethodsanditcombinesthebasictheoryoflanguagewithlinguisticsandlanguageteaching.Itviewslanguageasawhole(WangXiaojun,2005:28).WholeLanguageApproachhasasitsfoundationcurrentknowledgeaboutlanguagedevelopmentasaconstructive,meaning-orientedprocessinwhichlanguageisviewedasanauthentic,natural,real-worldexperience,andlanguagelearningisperceivedastakingplacethroughfunctionalreadingandwritingsituations(Goodman,1987:15).Theconceptofwholelanguageapproachislanguagelearningpresentsatotalitycomposedoflanguageusers,printedmaterials,andfunctionalsettings,withthewholebeinggreaterthanthesumofitsparts(LuLing,2002:17).ManyscholarsinsideandoutsideChinahavepointedoutthatthetraditionalteachingapproachhasmanydisadvantage,buttheydidnotgiveusthespecificway.ThispaperisgoingtoseektofindnewwaytomakeuptheshortcomingoftraditionalteachingapproachandmakingacomprisingbetweenTraditionalTeachingApproachandWholeLanguageApproachofEnglishtext.Ⅱ.LiteraturereviewRecently,manyChineseandforeignscholarsaredoingresearchesonproblemoftraditionalteachingapproachinseniormiddleschoolandthefunctionandsignificanceofWholeLanguageApproach.2.1TraditionalEnglishteachingapproachinseniorMiddleSchoolTraditionalteachingisconcernedwiththeteacherbeingthecontrollerofthelearningenvironment.Powerandresponsibilityareheldbytheteacherandtheyplaytheroleofinstructor(intheformoflectures)anddecisionmaker(inregardstocurriculumcontentandspecificoutcomes).Theyregardstudentsashaving'knowledgeholes'thatneedtobefilledwithinformation.Inshort,thetraditionalteacherviewsthatitistheteacherthatcauseslearningtooccur.Learningischieflyassociatedwithintheclassroomandisoftencompetitive.Thelesson'scontentanddeliveryareconsideredtobemostimportantandstudentsmasterknowledgethroughdrillandpractice(suchasrotelearning).Contentneednotbelearnedincontext.2.1.1TheLimitationsofTraditionalTeachingApproachTherearemanywidespreadteachingLimitationsinseniormiddleschoolsofGansuProvince,First,theexaminemethodsaretoosingleinourcountry,underthisexamine–orientedmeasure.TheEnglishteachersarenotpaymuchattentiontotheimportanceoftheabilityofthestudentspracticaluse.Second,teachingmaterialisbrokenintosmallsegmentsandtranslatedwordbywordinthebeliefthatthestudentcanmasteritmoreeasilyandquickly,asamateroffact,itdoesnothelptodevelopthelanguageactuation(HongChengwen,2000:59).Third,studentshavethepsychoticallypressureandlackofconfidence,whicharealsoveryserious(Yuxin,2000:81).2.2Wholelanguageapproach2.2.1DefinitionofWholeLanguageApproachWholeLanguageApproachisanapproachwhichdiffersfromotherlanguageteachingmethodsanditcombinesthebasictheoryoflanguagewithlinguisticsandlanguageteaching.Itviewslanguageasawhole(WangXiaojun,2005:28).WholeLanguageApproachhasasitsfoundationcurrentknowledgeaboutlanguagedevelopmentasaconstructive,meaning-orientedprocessinwhichlanguageisviewedasanauthentic,natural,real-worldexperience,andlanguagelearningisperceivedastakingplacethroughfunctionalreadingandwritingsituations(Goodman,1987:15).Theconceptofwholelanguageapproachislanguagelearningpresentsatotalitycomposedoflanguageusers,printedmaterials,andfunctionalsettings,withthewholebeinggreaterthanthesumofitsparts(LuLing,2002:17).2.2.2ThefunctionofWholeLanguageApproachWholeLanguageApproachisproductiveandeffectivesinceitcombineandteachfivebasiclanguages(listening,speaking,reading,writing,translating)atthesametime.Itprovidesthestudentswiththenecessaryopportunitytofunctionandperformbetter(WangXiaojun.,1995:28).Languageiswholeandintact,whichshouldbeacquiredincontext,inameaningfulsituation(Goodman,1987:75).WholeLanguageApproachmotivatesstudentstoacquiretheEnglishlanguagearecontributedbywholelanguagefasterandmorenaturallythanbefore(ChengJianyu,2003:45).WholeLanguageApproachcanbecharacterizedasastudent-centered“constructive”viewoflearning.Withparticularemphasisonthedevelopmentofliteracy(WangXiaojun,1995:28).Thewholeisgreaterthanthesumofitsparts(LiuZhaoyi,2002:58).2.2.3ThesignificanceofWholeLanguageApproachWholelanguageinstructionand"scientific"studiesthatindicatedphonicsinstructionproducedbetterreadingscoresthanothermethods.Wholelanguageadvocatespointtootherreasonstoexplainthoseinstancesofdecliningreadingscoressuchasstudentslivinginpovertyandtoethnographicstudiesofstudentsinclassroomstosupporttheirposition.Wholelanguageisacurrentlycontroversialapproachtoteachingreadingthatisbasedonconstructivistlearningtheoryandethnographicstudiesofstudentsinclassrooms.ItisparticularlyassociatedwiththeworkofGoodmanattheUniversityofArizona.Withwholelanguage,teachersareexpectedtoprovidealiteracyrichenvironmentfortheirstudentsandtocombinespeaking,listening,reading,andwriting.Wholelanguageteachersemphasizethemeaningoftextsoverthesoundsofletters,andphonicsinstructionbecomesjustonecomponentofthewholelanguageclassroom.Wholelanguageisconsidereda"topdown"approachwherethereaderconstructsapersonalmeaningforatextbasedonusingtheirpriorknowledgetointerpretthemeaningofwhattheyarereading.Problemsassociatedwithwholelanguageincludealackofstructurethathasbeentraditionallysuppliedbythescopeandsequence,lessonsandactivities,andextensivegradedliteraturefoundinbasalreaders.Wholelanguageputsaheavyburdenonteacherstodeveloptheirowncurriculum.WholeLanguageisconsideredaperspectiveoneducation,aphilosophyofeducationabeliefsystemabouteducation.Itisaneducationaltheorygroundedinresearchandpracticeandpracticegroundedintheoryandresearch.Infact,WholeLanguagecanbecharacterizedasastudent'scentered"constructivist"viewoflearning,withparticularemphasisonthedevelopmentofliteracy.Innaturalsituationslanguageiswholeandintact.Inmanyconventionalinstructionalsettings,however,languageisbrokenintosmallsegmentsinthebeliefthatstudentscanmasteritmoreeasily.III.TwoclassobservationsofChengxianCountyNO.1MiddleSchool3.1PurposeandsiteThepurposeofthetwoclassobservationwastoobservethepresentsituationatseniormiddleschoolclassroominGansuProvincetostudythequalityoftraditionalteachingEnglishaswellaswholelanguageteachingsothesitewasarrangedinNO.1MiddleSchoolinChengxianCounty,GansuProvince.3.2SubjectsFifty-sixstudentsofseniorGradeOnefromChengxianCountyNO.1MiddleSchoolwasobserved.3.3DatacollectionThestudywasdividedintoseveralstepsonewholelessonwithoneteacherandfifty-sixstudentswererecorded;anotherwholelessonwiththewriterasteacherwasrecorded.Somenotewastakensimultaneouslyasmuchaspossibletomakeiteasiertoidentifysomespecificandnecessarypints.3.4DatatranscriptionTherecordingsweretranscribedintermsofseekandmakecomparisonbetweentraditionalteachingapproachandwholelanguageapproachofteachingEnglishtext,thenmakingupshortcomingoftraditionalteachingapproach.AclassobservationofTraditionalTeachingApproachofEnglishtextandaclassobservationofwholelanguageapproachofEnglishtextcanbeseeninAppendixⅡandAppendixⅢⅣ.AcomparisonbetweenTraditionalTeachingLanguageandWholeLanguageoftextThestudywasgoingtoconducttocomparethedifferencesbetweenwholelanguageandtraditionalteachingiftextintermsofroleofEnglishteacher,Englishlearningmotivation,Englishlearningstrategiesandevaluatestudents’learningeffects.4.1AcompareroleofteacherbetweenTraditionalTeachingApproachandWholeLanguageApproachSampleofTraditionalTeachingApproach:Ｔ：Turntopage24.Whatisthetitleofthepassage?Ｓ：Rescue(Writerthetitleontheblackboard)Ｔ：Good,letuslookatthepassagetogether.(Readthepassageandtranslate)Ｔ：Floraheardsomebodyshouting.ShelookedaroundandsawJeffrunning.弗洛拉听见某人正在叫喊，他回头四处看看，看见杰夫在跑SampleofWholeLanguageApproach:Ｔ：Now,Ihaveaquestionforyou,whatnaturaldisasterdoyouknowabout?Ｓ：Earthquake,flood,hurricane……Ｔ：Good!Haveyoueverexperiencedanaturaldisaster?Ｓ：Yes!EarthquakeＴ：Canyoudescribewhatitwaslikeandhowyoufelt?Ｓ1：Ihadaclasswhentheearthquakehappeneditscaredmetodeath.Ｔ：Yes,it’sreallyterrible.Whataboutyou?Canyoutry?Ｓ2:Yes,Ialsohadaclasswhentheearthquakehappened.Ifeltthefloormovinganddonotknowwhathappened.Ｔ：Verygood!EveryonehadexperiencedtheWenchuanearthquakeinourclassroom,.Todaywearegoingtolearnastoryaboutaboyandagirlwhoexperienceddisaster.Let’sseehowtheydealwithittogether.Asshownfromthesampleabovethattheroleofteacherischanged.Intraditionalteacher-orientedclassroomischangeintothestudent-oriented.WholeLanguagepracticescontributedpositivelytotheincementofteachersasdecisionmakersofclassroompractices.WholeLanguageplaceteachersintheroleofexpertsadvocateandguideandencourageplacethemtoobserveclosely,matchstudentintereststotexts,givechoicesforinterpretingandactingontext,andusestudentresponsestodesignfuturelessons.Goodmanbelievesthatcurrentpracticeprovideaverylimitedroleforteachersindetermininghowteachinghappens.Buttheincreasedemphasisondevelopmentmandatedbynochildleftbehindproceedanopportunityforrenewalofschoolasprofessionallearningcommunitiesanddemandsforprofessionalthecollaborationframeworkestablishedbywholelanguage.4.2AcomparelearningstrategiesbetweenTraditionalTeachingApproachandWholeLanguageApproachSampleofwholelanguageapproach:Ｔ：Floraheardsomebodyshouting.ShelookedaroundandsawJeffrunning.弗洛拉听见某人正在叫喊，他回头四处看看，看见杰夫在跑Sampleofwholelanguageapproach:Phrase1:Pre-readingPhrase2:ReadingPhrase3:PostreadingTake“TheRescue”,thetext,forexample,theauthortaughttextinthreestages:Pre-reading,wholereadingandpost-readingstage.Itcontributestoprovidevaluablestrategiesforhelpingstudentsinteractwithtextsandhelpingteachersapplywhattheyobservetoinstructionaldesign.Itemphasisoncollaborationestablishesaframeworkthatcouldnowheappliedtoprofessionallearningcommunitiesinschools.Thisasinformedandinfluencedmanysuccessfulpracticesclassrooms.Manychildrenwhobenefitfromexplicitinstructionincodestrategies,especiallywhenpairedwithanalysis,comprehensionstrategiesandthoughtfulguideinstructionfromanobserveteacher.Itispossibleforteachertobalanceinstructioninthisway,andstilltaketherolesofexport,advocateandguildwhileincorporatingspecificcode,basedinstruction.Thefutureofreadinginstructionwouldbenefitfromapproachingcodebasedstrategiesfromwholelanguageframework:definingandmasteringthecode,thenusingittoexplore,comprehend,defend,andembrace:allessentialelementsofbecomingliterateintoday’steaching,whileinmanytraditionalinstructionalsetting,however,textisbrokenintosmallsegmentsinthebenefitthatstudentscanmasteritmoreeasilybutmanyteacher.TheytranslatetheinterestingtextintoChinesewordbyword.Asamatteroffact,forthestudents,theywereatalosswhenmeaningofthetextandthemainideaofthewholetext,letalone,morethanwhattheyhopetoknow.4.3AcomparelearningmotivationbetweenTraditionalTeachingApproachandWholeLanguageApproachSampleofTraditionalTeachingApproach:Ｔ：Turntopage24.Whatisthetitleofthepassage?Ｓ：Rescue(Writerthetitleontheblackboard)Ｔ：Good,letuslookatthepassagetogether.SampleofWholeLanguageApproach:Ｔ：Now,Ihaveaquestionforyou,whatnaturaldisasterdoyouknowabout?Ｓ：Earthquake,flood,hurricane……Ｔ：Good!Haveyoueverexperiencedanaturaldisaster?Ｓ：Yes!EarthquakeWholelanguagehaveagreateffectonthestudents’motivationandwaysoffacilitatingstudents’feelingoffreedominlearningprocess,encouragestudentstochoose,tryandexplorenewthingstobecreativewithoutfearoferrors.ItshowsthatEnglishlanguageshouldbeacquiredincontext,inameaningfulsituationandbecomescommunicativestudentsdeveloptheirabilitytodevelopcompetenceofitsusage.Itisclearnowthatwholelanguageisrelevantandimportantforthestudentandmoreencourageandmotivationtolearnthanbefore.Wholelanguageacquisitionisproductivesinceitenablesthelearnerstounderstandandacquirethelanguagemorenatural.Itprovidesthelearnerswiththenecessaryopportunitiestofunctionandperformbetter,thefindingindicatethatWholeLanguageisrelevantforthelearnerssincetheyfeelmoremotivatedandencouragedbytheteacherandtheprint-richenvironmentwhichhelpthemtolearnandtakerisks.Itisimportanttonotethatmakingmistakeistoleratedandconstitutesanintegralartofthelearningprocess.4.4AcomparelearningeffectbetweenTraditionalTeachingApproachandWholeLanguageApproachSampleofTraditionalTeachingApproach:Ｔ：Good,letuslookatthepassagetogether.(Readthepassageandtranslate)Ｔ：Floraheardsomebodyshouting.ShelookedaroundandsawJeffrunning.弗洛拉听见某人正在叫喊，他回头四处看看，看见杰夫在跑Sampleofwholelanguageapproach:Ｔ：Ok,timeisup!Canyoutry?PleaserecitethefirstpartsＳ1：Floraheardsomebodyshouting.SheseesJeffrunningandwavinghisarms.Shesawawallofwateradvancingtowardsher,whichsosurprisethatshecan’tmove.Thefollowingfindings,receivedasaresultofthestudents’responsesandclassclimateshowhowsatisfiedrespondentsarewithwholelanguageonthebasisoftheirreactiontotheacquisitionofthefourbasicskillsiswellmadeandwellmastered.Thestudentshavebeenprovidedwithamplepracticetoacquiretheseskillseffectively.TheywererequiredtoexpresstheirpointofviewregardingtheappropriateandeffectivenessofWholeLanguage.AsaapproachofteachingcontributetotheacquisitionoftheEnglishlanguagemorenaturallyandeffectively.Thepaperintendedtoexposethereadertothestudents’standpointandattitudetowardtheroleplaybutwholelanguageinthefieldofthelanguageacquisition.Therich-pointenvironment,extensivereadingandencouragelearningandacquisitionV.ApplyingWholeLanguageApproachtomakeuptheshortcomingsofTraditionalTeachingApproachMeasureforimprovingtheEnglishlanguageteachingoftheseniorstudent,thebestwaytosolvetheproblemappearedinseniorEnglishteaching;theresearchistoputwholelanguageinthepracticeoftheEnglishlanguageteachingoftheseniormiddleschoolstudents.Thetheoreticalbasesare:WholeLanguageApproachisanapproachwhichdiffersfromotherlanguageteachingmethodsanditcombinesthebasictheoryoflanguagewithlinguisticsandlanguageteaching.Itviewslanguageasawhole(Goodman,1987:45).Innaturalsituationslanguageiswholeandintact.Inmanyconventionalinstructionalsettings,however,languageisbrokenintosmallsegmentsinthebeliefthatstudentscanmasteritmoreeasily.Theinvestigationdealswithstudents'motivationandwaysoffacilitatingstudents’feelingoffreedominthelearningprocess,encouragingstudentstochoose.Tryandexplorenewthingstobecreativewithoutfearoferrors.Languageshouldfunctionasasystemandtheacquisitionofaforeignlanguageshouldbeorganizedandfacilitatedasasystemacquisition.Thustheintegrationofthelanguageskills(listening,speaking,readingandwriting)andthesubskillsareintegralfromthebeginningstagesoflearning.LessonsshouldhaveImeaningandpurposeforthestudentsnow.ThegrammaroftheEnglishlanguageshouldbeacquiredincontext,inameaningfulsituation,andbecomefunctionalsothatstudentscouldlearnthelanguageitselfandnotaboutit.Languagebecomescommunicative;studentsdeveloptheirabilitytodevelopcompetenceofitsusage.Theinvestigationwasdesignedtorelyontheoriesandfieldwork.TheobtainedresultswerenecessarytoensureproductiveandefficientlearningandacquisitionoftheEnglishlanguage.ThestudyhasbeencarriedouttoinvestigatetowhatextentWholeLanguageApproachcontributestobetterresultsandmotivatesstudentstoacquiretheEnglishlanguagefasterandmorenaturally.Thepaperisbasedonmyresearchoncertainhypothesesandtheorieswhichthepaperwantedtoinvestigate.Inthelightofthefindings,thispaperdiscoveredthattheresultsoftheinvestigationconfirmedthehypothesesandreinforcedthetheories.ItisclearnowthatWholeLanguageisrelevantandimportantforthestudents.Pupilsaremoreencouragedandmotivatedtolearnthanbefore.WholeLanguageacquisitionisproductiveandeffectivesinceitenablesthelearnerstounderstandandacquirethelanguagemorenaturally.Itprovidesthelearnerswiththenecessaryopportunitiestofunctionandperformbetter.ThefindingsindicatethatWholeLanguageisrelevantforthelearnerssincetheyfeelmoremotivatedandencouragedbytheteacherandtheprintrichenvironmentwhichhelpthemtolearnandtakerisks.Itisimportanttonotethatmakingmistakesistoleratedandconstitutesanintegralpartofthelearningprocess.Thefollowingfindings,receivedasaresultofthestudents'responses,showhowsatisfiedrespondentsarewithWholeLanguageApproach.Onthebasisoftheirreactiontheacquisitionofthefourbasicskillsiswellmadeandwellmastered.Thestudentshavebeenprovidedwithamplepracticetoacquiretheseskillseffectively.TheywererequiredtoexpresstheirpointofviewregardingtheappropriacyandeffectivenessofWholeLanguageApproachasamethodofteachinganditscontributiontotheacquisitionoftheEnglishlanguagemorenaturallyandeffectively.Iintendedtoexposethereadertothestudents'standpointandattitudetowardtheroleplayedbyWholeLanguageApproachinthefieldofthelanguageacquisition.Therichprintenvironment,extensivereadingandencouragementarealsoinvolvedtoreflecttheircontributionandaffectthelanguagelearningandacquisition.Regardinggrammar,itisadvisablenottoignoreittotally,asrevealedintheopinionofsomeeducators,butitshouldbetaughtfunctionallyandcontextually,inmeaningfulway.Theeffectiveclassisbasedondemocracyandequalityofteacher-studentparticipation.Thatistosaythemainpartsinclassroomareteachersandstudents,notonlyteachers,studentscanparticipateallkindsofteachingachieves,independentlyandinnovationintheprocessofapplyingwholelanguage,teachershouldnotonlyimpartknowledgetothestudentsbutalsoprovideandcreateopportunities,whichmakestudentsfrompositivelifeattitudeandgetemotionalexperience.Thewholelanguagecanimprovestudents’generalknowledge.What’smore,ithelpstoaccumulatelifeexperience,cultivateabilitiesandenrichtheirspirit.Onlyintheactualandeffectivecontexttheknowledgewillbeinternalized.Thefollowingaspectswillbemadetoimprovethetraditionalteachingproblems.(1)Advocatingstudent-orientedEnglishlanguageteaching.Itisconsideredthatstudentsaremainpartsintheclassroomteaching.Theprocessofdevelopingtheabilityofusinglan