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1、 On Extra-curricular Activities and Cultivation ofEnglish Communicative Ability of College StudentsApplicant: XXSupervisor: XXFaculty:XXXMay 10, 2008XXX University Contents摘要 .iiAbstract . iii1. Introduction . 11.1 The Significance of Topic . 11.2 Research Methods. 12. Theory Research . 12.1 Linguis

2、tics Rationale . 12.1.1 Theory of Communicative Competence by D. H. Hymes . 12.1.2 Theory of Communicative Competence by Canale & Swain . 22.1.3 Theory of Communicative Competence by Bachman. 22.2 Theoretical Basis of the Topic . 22.2.1 Piagets Theory . 22.2.2 American Scholar- Alan Andean &Weir abo

3、ut Role Play. 32.3 Related Studies. 32.3.1 Researches Abroad. 32.3.2 Researches in China . 33. Presentation of the English Teaching . 43.1 The Drawbacks of Traditional Teaching Methods . 43.2 Modern Interest Teaching CLT . 43.2.1 Definition of CLT . 43.2.2 The Content and Substance of CLT . 53.2.3 C

4、LT in the Use of English Out-of-class Activities .4. Out-of-class Activities and Cultivation of Communication Ability .4.1 The Role of Out-of-class Activities in Training of Communication Ability .6664.2 Current Situation of College Students4.3 Analysis on the Causes for Problems . 84.4 Carrying Out

5、 the Out-of-class Activities in Scientific and Effective Way . 9-of-classLeaOutrning . 74.5 A Suggested Framework for Strategy Study . 114.5.1 Introduction . 114.5.2 An Out-of-class English Learning Center . 115. Conclusion . 12Bibliography . 14i AbstractAmerican society linguist Dwell Hymes thinks:

6、 Communicative competence notonly includes the understanding and grasp to a form of language, but also includes theunderstanding and mastering in when and where, and how and to whom to uselanguage appropriate form of the communication systems of knowledge. As anextension of the classroom, out-of-cla

7、ss activities play a vital role in improving thecapacity of college English communication. It can create communication situation, sothat students can bring full play with initiative and creativity. Improve thecommunicative ability and develop the quality of the students comprehensively. Fromthe pers

8、pective of Applied Linguistics, this essay tries to study the idea and practiceof English activity course in college school, for the purpose of fostering studentsinterest in English communication， improving their English language ability, givingfull play to their individuality and specialty and deve

9、loping their thinking ability andcommunicating ability. Finally, in order to improve the college students learningstrategy, the essay will provide a suggested framework for strategy training based onthe results of this investigation.Key words:college students, communicative competence, learning stra

10、tegies,out-of-class activitiesiii 1. Introduction1.1 The Significance of TopicEnglish is the international language of the common. In order to learn advancedscientific knowledge in the developed countries, to strengthen economic trade with allcountries, the importance of English is easily obvious. H

11、owever, the teaching methodsand teaching effectiveness of our schools in China are worrisome. In the recent yearspeople usually think the English condition of Chinese students asmute EnglishdeafEnglishT.heir English learning starts from the primary school, with a longperiod of seven years, eight yea

12、rs, or even 10 years, they still can not use English tomake dialogue, can not understand when the Britain and the Americans speak. Thereason is that the exam-oriented education can cultivate students who are only good atexaminations, overlooking to raise their overall quality. Out-of-class English l

13、earningmay enable them related knowledge, further their skills.1.2 Research MethodsThe main methods for the study are insisting on combining the theory withpractice and widely referring to the domestic and foreign literature material. On thebasis of this analysis and research, some regular understan

14、dings are to be summarized.Put forward proposals to improve.2. Theory Research2.1 Linguistics Rationale2.1.1 Theory of Communicative Competence by D. H. HymesIn 1972, Hymes delivered a speechentitledOncommunicative competence ,putcommunicative competence as a highly complex system of the knowledge a

15、ndskills. It can be summarized as a person asbility to use the language. It mainly1 includes four aspects: grammaticality, acceptability, appropriate, and actualoperational. The communicative competence is including a persons languageknowledge, society cultural knowledge, literary knowledge, cogniti

16、ve capacity,emotion factor and other knowledge. Therefore, foreign language teachings dutycannot merely confine to the instruction of language knowledge. HisOncommunicative competence theory has provided the theory basis for communicativelanguage teaching.2.1.2 Theory of Communicative Competence by

17、Canale & SwainIn the 1980s, Kanami and Swindon theory of communicative ability enriched thetheory of Hymes. They think that communication capabilities include: Grammarability, social language skills, discourse competence and strategy ability. The practicehas proved that their theory is the guiding o

18、f the language teaching and standard of thetesting programmatic.2.1.3 Theory of Communicative Competence by BachmanOn the basis of various theories, Bachman concluded and proposed the theory ofcommunicative language ability. He believes that communicative language ability iscomposed of three parts:

19、language competence,strategy ability and psychologicalmechanism capacity. Apart from enriching exposition of the language ability, thestrategy will be in the capacity as an independent part of the languageskills. Andexplain the relative importance of implementation factor.2.2 Theoretical Basis of th

20、e Topic2.2.1 Piagets TheoryConstructivist learning concept proposed that knowledge is not simply to betaught by teachers, but to be learned by each student in a certain situation (social andcultural background).Students can obtain knowledge and information by making useof other people, using the nec

21、essary learning materials through interpersonalcooperation, and taking the initiative to construct meaning. Therefore, the situation,2 collaboration and conversation and constructing meaning are the four elementsin the learning environment.2.2.2 American Scholar-Alan Andean&Weir about“ Role Play”Rol

22、eplay teaching model will simulate the process of contact betweenmembers of the society. Students through the way of consultation, study each kind ofacademic knowledge, in order that they can solve the social problem effectively in thefuture.2.3 Related Studies2.3.1 Researches AbroadThe overseas stu

23、dies on out-of-class activities may trace to the Plato andRousseautime. Plato is the renowned philosopher in ancient Greece.He advocatesthechild play-ground educational mode. That is the prototype of extra-curricularactivities. By the time of French Enlightenment and Rousseau (18th century), directe

24、xperience has received wide acceptance. Rousseau stressed outside world withoutbooks, no materials other than the facts, and advocated natural mode of education.To the United Statesin the 19th century, the first school in the world which useactivity curriculum theory as teaching guidance- Deweys Chi

25、cago experimentalschool, has founded. With 1896-1903 Dewey Chicago experimental courses inschool activities the United States began to criticize the traditional courses. Instead ofit are the out-of-class educational activities. These activity courses are based on thepragmatism, lasted more than 50 y

26、ears in American schools, and their affects areprofound and widespread.2.3.2 Researches in ChinaIn our country, no matter what stage,thesecourses have different names, forexample, out-of-class activities, the second classroom, class activities, integratedsocial practice and so on. The process of cha

27、nges is closely related to our theoreticalstudy courses.In history, the development of activity coursesis closely related the3 progress and reform and guiding rules of the government.3. Presentation of the English Teaching3.1 The Drawbacks of Traditional Teaching MethodsReviewing the traditional Eng

28、lish teaching method, in the past decades we haveindeed made the very big progress.But with social progress and development, itsshortcomings are also increasingly revealed.First, because the Chinese test system is imperfect, the traditional Englishteaching method is just an examination-oriented educ

29、ation model. In this teaching,evaluation of English level is to see the scores.This causes many studentsto get ahigh score, but they can not communicate with people using English. Secondly, in thetraditional English teaching, teacher is the leader, takes the most important part in theclassroom. The

30、teacher stands on the platform proposing the questions, analyzing andexplaining them, grasping the entire teaching process. And the student is just passiveaudience, understandsthe content passively, and records the massive notes. Suchteaching method does not have interaction; hardly train studentcos

31、mmunicativeability and language ability. Third, in teaching, to stress the accuracy of knowledge,teachers usually use Chinese to explain.So students have very little opportunity to communicate using English.Obviously, the traditional English teaching is knowledge-based.Compared with thelanguage plas

32、tic function, it pays more attention to the form of language and thegrammatical function, rather than raises the communication and utilization ability ofit.3.2 Modern Interest Teaching CLT3.2.1 Definition of CLTThe content of communicative language teaching is mainly on the languagefunctions. Emphas

33、is carries on language teaching in the real scene, advocatingteaching processto socialization, and cultivating the ability of application, studying4 for the purpose of application. While prominent communicative languageteaching,auxiliary by some grammar, translation, sentence and so on, is based on

34、the goal topromote the culture language communicative competence.The core of communicative language teaching is to put the teaching process as aprocess of communication. The basic principles of teaching may be summarized:The language is the information carrier, is the tool of communications. Thelang

35、uage teaching must realize communication through each kind of activities.Language utilizations smoothnessis more important than accuracy. Makingmistake is natural and inevitable; we may correct them gradually in the learningprocess.Students should take the main part in teaching process. The teacher

36、muststimulate the students enthusiasm and initiative participation; make students enhancecommunication ability in the language utilization. Communicative language teachingadvocated the fully participation of the students.Teachersduty is to provide andcreate the real human relations scene,enablestude

37、ntsto utilize the languagefreelyand initiatively.3.2.2 The Content and Substance of CLTThe purposeof the communicative languageteaching is to cultivate studentscommunication ability. It thse heuristic method of teaching. Induce the studentstospeak English boldly. Provide as much as possible drill op

38、portunities for students. Butit does not mean that the communicative language teaching only pays great attentionto the oral English, repelling the grammar teaching. The cultivation of communicationcapability should manifest in the form of four aspects of listening, speaking, readingand writing. Inde

39、ed, in communicative language teaching, some teachers pursue thespoken language simply, no matter whether the students can follow and understand ornot. As a result the majority of students only learn some spoken languages, buttheknowledge study is not solid, and polarization appears obviously. This

40、indicates thatthese teachersdo not understandthe communicative language teaching rightly andcompletely.5 In the teaching, listening, speaking, reading, writing is inalienable and relatedclosely. They are interactive with each other. The teacher should help student getknowledge, rather than instill i

41、t into the students. There have been interactionsbetween teachers and students. They should coordinate closely, complete theinstruction together.3.2.3 CLT in the Use of English Out-of-class ActivitiesAccording to students major character and employment need, make surestudents understanding domain, e

42、motion domain and skill domain, and then carry onthe goal stipulation in detail. Arrange the out-of-class activities content, thus establishEnglish out-of-class activities target system. And the process of teaching is theprocessin which teachers and studentsinteract with each other. The teacher shou

43、ldgive studentsenough free spaceto display, do not criticize them eagerly, point outmistakes, make the summary or decide the answer. This may avoid students beingdiscouraged, but cause them to have the sense of achievement, form the interests inthe communicative activities. The expression of student

44、sis limited; teachers shouldadopt various means to enable students to have sufficient information added, andquickly change into actual communication ability. In addition, the design of Englishout-of-class activities is diversified. It can make teachersto teach through playing,cause the student to be

45、come the truly independent learner gradually.4. Out-of-class Activities and Cultivation of Communication Ability4.1 The Role of Out-of-class Activities in Training of CommunicationAbilityOut-of-class activities are an effective way to develop communicativecompetence. The classroom instruction and th

46、e out-of-class activities are twoimportant constituents in the foreign language teaching system. The foreign languageclassroom instruction is the basic teaching form, plays the leading role. However, it isundeniable that out-of-class activities play an active role in cultivating communicative6 abili

47、ty. It can consolidate and strengthen the classroom knowledge, so that theknowledge can be improved further through out-of-class activities. The theme ofextra-curricular activities can be combined with classroom teaching. They infiltratemutually, the glossary is related to classroom subject, the sen

48、tenceand languagesynthesis utilization ability which could be improved gradually in the practice ofout-of-class activities.The goal of foreign language extra-curricular activities is just to enhancetheability of students language communication. These hot topics of life as well asvarious practices, wi