Communicative Approach in Middle School Spoken EnglishTeaching-6页文档资料

The communicative approach 交际教学法Application of communicative approach in English teaching交际教学法在英语教学中的应用1.The creation of authentic situations创建真实的情况The current teaching methods don’t emphasize the real world situation and fail to cultivate students’spontaneity. Artificial conventions and mechanical question-and-answer sequences fall short of the flexible, spontaneous kind of communicative interaction required for performing a task with the context of situation relevant to the real world. Such classroom teaching forces learners to talk about things that are not of their own choosing and not based on their actual needs. Instead, they are provided with a rigid set of guided structures in isolation. Taught in this way, the learners frequently fail when they are faced with the read to produce the language related to a specific situation.Simulation techniques seem to be a better alternative, as they seek to place learners in a situation where they are asked to take on different roles and to accomplish their specific tasks, including problem solving. They offer an opportunity for the learners to practice using the language in the right place at the right time and as appropriately as possible.The most obvious advantage of these kind techniques is that itputs the learners in realistic situations. By simulating the physical circumstances of certain situations, the students can have the opportunity to use and to practice the sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life. In addition, they can express what they want to say whenever the situation calls for it. The teacher provides the best conditions for learning through creating the realist situation.目前的教学方法不强调真实的世界形势,无法培养学生的自发性。

交际教学法在初中英语语法中文文献English:The communicative language teaching method, also known as the communicative approach, has gained popularity in language education, including the teaching of grammar in junior high school English. This approach emphasizes communication and interaction as the primary goal of language learning, rather than just focusing on the rules and structures of grammar. In the context of teaching grammar, this method encourages students to learn grammar in meaningful contexts through activities such as role-plays, information gaps, and problem-solving tasks. By using authentic language in real-life situations, students can better understand and internalize grammar rules and structures. Furthermore, the communicative language teaching method also promotes the integration of grammar with other language skills such as speaking, listening, reading, and writing, fostering a more comprehensive language learning experience for junior high school students.中文翻译:交际教学法，也被称为交际式教学法，在语言教育中广受欢迎，包括初中英语语法的教学。

交际教学法在初中英语教学中的应用The Application of the Communicative Approach in English Teaching in Junior High School【摘要】：当今社会上英语的应用是越来越重要。

在当今中国，传统的初中英语教学依旧被考试制度牵制着，它更注重的是词汇和语法教学而忽视锻炼学生的能力。

国家教学大纲指出初中英语教学强调“交际、文化和功能”原则。

因此传统教学已不能适应这种要求。

这种教学否定了学生交际能力的影响。

交际法出现于20世纪50年代，而且被人们广泛地应用和在听力能力、交际能力和阅读能力的教学上有所改进，这使学习者在提高交际能力上有很大帮助。

因此,建构一种既有利于改变学生的学习方式,又有利于实现语言教学终极目标的教学模式尤为重要。

因此,笔者尝试着利用交际教学法,在初中英语课堂中建构一种促进学生交际的教学模式。

The Application of English becomes more and more important. In today‟s China, the traditional English teaching approach in middle schools is guided by examinations. It focuses on vocabulary and grammar teaching, ignores the training of student's ability. National Syllabus indicates that English teaching of middle schools should emphasize “communicative principle, cultural principle, and functional principle.” So the traditional English teaching approach could not meet the requirement. This kind of teaching approach does some negative effects on student's communicative ability. Communicative approach appeared in the 1950‟s，and it has been widely adopted and achieved a lot such as the improvements of listening ability, communicating ability and reading ability，which helps learners improve the capacity of communication.This paper attempts to clarify certain issues from the perspective of applying the Communicative Approach in middle school, analyze the factors which impede the effects. Then according to the theories of communicative approach,some suggestions are put forward, which are relevant to the application of communicative approach in the middle school education.【关键词】：交际教学法初中英语教学交际能力一、引言中学英语教学大纲强调要培养学生的英语交际能力，现行的新教材安排了许多口语练习活动，不再单纯的以语法来安排教学内容，由此可见，培养学生口语交际能力非常重要。

课堂艺术Chapter 1 Communicative Approach 湖南省湘阴县三塘镇中学 易桃良N o w a d a y s,c o m m u n i c a t i v e approach in English teaching is becoming more popular, it is necessary to get familiar.1.1Definition The Communicative Approach i s a n a p p r o a c h t o E n g l i s h teaching,which emphasizes that the goal of language learning is communicative competence. Communicative Approach teaching a i m s a t h e l p i n g l e a r n e r s understand different kinds of functions in targeted language.The approach emphasizes the process of communication to get information,and using language for social interaction with people.1.2AdvantagesThe Communicative Approach is accepted by many applied linguists and teachers as the most effective approach in general use.There are many reasons why the Communicative Approach is so attractive. It can contain wider considerations,handle a wider range of language, provide realistic and motivating language practice.;it uses what learners know about the functions of language .The teacher is treated more as a consultant than as a supervisor.He gives students help.The students will recover their confidence.Chapter2 Roles of Teachers and StudentsCommunication competence is being concentrated on more and more in language teaching.I nte r ac t i o n is t h e c o r e o f Communicative Approach.Dealing with the relationship between teachers and students correctly is useful to improve efficiency.2.1Different Teaching Process T h e r e a r e t w o m a i n approaches of English Teaching: C o m m u n i c a t i v e A p p r o a c h a n d traditional approach. T r a d i t i o n a l E n g l i s h t eac h in g i s d o m i n a t e d b y a teacher centered,examination-oriented,grammar and vocabulary-b a s e d m e t h o d. H a r v e y summarized features of Chinese teaching methods as follows,a c o n c e n t r a t i o n o n i n t e n s i v e reading;a preoccupation with the careful, painstaking examination of grammatical structure and a corresponding lack of attention to more communicative skills;the use of memorization and rote learning as a basic acquisition technique;a strong emphasis on the correction of mistakes,both w r i t t e n a n d o r a l;a v i e w o f literature and a reverence for the printed word;the use of translation as both a teaching and a learning strategy. The traditional teaching methods regard language as a structure made up of phonetics, grammar and vocabulary.From it, the goal of learning a language is to learn the language form. B u t C o m m u n i c a t i v e A p p r o a c h insists language is an abstract system used for communication.C o m m u n i c a t i v e A p p r o a c hand traditional approach have different teaching process.The former regards language as a tool. The process of English teaching is using skills.So,we should make clear teachers’ roles. 2.2Teachers’ Roles T e a c h e r s p l a y i m p o r t a n t roles.The role of a teacher i s i m p a r t i n g l a n g u a g e a n d d i re c t i n g s t u d e n t s t o h a v e communicative activities .The teacher plays multiple roles--as an organizer,an instructor,a prompter,a participant,and a resource. I n t h e C o m m u n i c a t i v eApproach,students take greater responsibility for learning and teachers act as participant.2.3Student-Centered ClassesF o r C o m m u n i c a t i v eApproach,The focus of classroom s h o u l d b e s h i f t e d f r o m t h e teacher to students.The present teaching is the opposite;the class is mainly teacher-centered..Too much of this will harm the students’ initiatives and reduce their enthusiasm.The class should be learners-municative Approach makes learners to be themselves a n d r e q u i r e s t h e c l a s s r o o m instructor to play a secondary role,trying to keep focus on the students and encouraging students to communicate.The teacher is expected to “lead from behind”. 2.4Goal to AchieveThe ability of listening a n d s p e a k i n g a n d i m p r o v i n g the students’ communicative competence become more important.So the goal of Communicative A p p r o a c h i s t o t e a c h t h e students the English linguistic knowledge,and to cultivate their competence.C h a p t e r3 A p p l i c a t i o n o f Communicative ApproachC o m m u n i c a t i v e A p p r o a c hhas been accepted by English teachers.Their teaching result proves Communicative Approach is an effective teaching method, C r e a t i n g a C o m m u n i c a t i v e Classroom Atmosphere and Variety of Activities are very important.188教育管理与艺术 2014年第7期。

XX学院毕业论文题目:Brief Talk on CommunicativeApproaches in Junior SchoolEnglish Teaching学生姓名：____ _____系别：___ 外语系 ____专业：___ 英语 ___学号：_____班级：三班指导老师：二○一○年五月AcknowledgementsThe thesis could not have been possible without the guidance and support of a number of people.First, I would like to express my sincere and hearty thanks to my supervisor, Chen Chunping, without whose guidance, generous support and care, this paper would not have written so smoothly. She spared her valuable time to read my paper repeatedly and gave me a lot of enlightening suggestions. I feel very grateful for her.Also, my sincere thanks go to my friends who help me get reference books that I need badly and some inspiration of writing this essay. They have helped me in one way or another and have encouraged the ongoing of my thesis.AbstractEnglish teaching is to express their ideas correctly and to easily adjust themselves to every kind of social situation. The application of communicative approach to the English teaching in junior middle school is the very important way to develop the students' communicative competence. In this thesis, at first, it mainly introduces several phenomenon of China’s nowadays English teaching, that is the problem of the teaching method and process, teachers’attitude towards students, and the challenges to the students. Second, it deals with the characteristic of communicative language teaching: more opportunities for students in real communication situation, having adequate tasks or problems or goals for students, creating a stress-free classroom atmosphere, increasing students’talking time. At last, introducing some suggestions on how to guide a communicative class, that is creating a supportive classroom environment, encouraging cooperative learning and using a variety of language teaching aids/ instructional materials.KeyWords: communicative approach; communicative competence;communicative activities; oral English teaching摘要英语教学旨在教会学生如何学会交流---正确表达自己的思想和适应社会的需求。

Communicative Approach and Grammar Teaching in Senior MiddleSchool1. Introduction (2)2. English grammar teaching (4)2.1 The definition of grammar (4)2.2 The current situation of grammar teaching (5)2.3 The essence and significance of grammar teaching (7)3. An overview of Communicative Approach (9)3.1 The comprehension of Communicative Approach (9)3.2 The basic features of Communicative Approach (11)3.3 The application of Communicative Approach in grammar teaching (12)3.3.1 The principles of application (12)3.3.2 Models (13)3.3.2.1 Byrne’s Model (13)3.3.2.2 Brumfit’s Model (15)3.3.2.3 Harmer’s Model (16)4. Experiment of grammar teaching in the framework of CA in senor middle school (16)4.1 The aim of experiment (17)4.2 The steps of experiment (17)4.2.1 The subjects (17)4.2.2 The materials of experiment (18)4.2.3 The process of experiment (18)4.2.4 The result of experiment and analysis (21)4.3 Conclusion of the experiment (23)5. Conclusion (25)References (26)1. IntroductionIt is always a popular topic in education field whether grammar teaching is necessary. And Communicative Approach is the other pop theme in teaching. Can they combine together? That is the theme which this thesis discuses and probes into.Grammar plays a very significant role in language learning and teaching. How should grammar be taught? When considering this question, teachers should consider where grammar fits in language teaching. Some of them tend to extremes, either laying too much emphasis on grammar or just ignoring it. Neither of the two attitudes is adoptable, just as David Nunan argued “ it is wrong to imply that teachers are confronted with two mutually exclusive choices when it comes to teaching grammar, either avoiding the teaching of grammar altogether or returning to a traditional form-focused approach”(1991:151). In other words, grammar should be put somewhere on the continuum between greatly emphasizing and completely ignoring grammar.Now, more attention has been paid towards developing communicative competence in the foreign language teaching. Accordingly, grammar, as a part of language competence, should be considered as means rather than an end in itself. However, many middle school teachers especially thosein the western areas insist on taking grammar knowledge as the key link in teaching. Most English teachers in China take a traditional method in foreign language teaching. Statistics show that many middle school students especially those in the countryside are taught by the Grammar-Translation Method and are tied to knowledge about English but have few chances to practice listening and speaking. Since the Grammar-Translation Method lays too great emphasis on grammar, many investigators believe this method which is opposite to the purpose of the text will produce negative effect. Although the traditional method may help develop students’ communicative competence to some extent, which is now believed by many applied linguists (for instance, Larsen-Freeman, 2002), it cannot achieve as much as the CA-- Communicative Approach (The term Communicative Language Teaching is also used sometimes).Note that the Communicative Approach suggested in this thesis is somewhat a compromise method. Traditional procedures are not simply rejected but are reinterpreted and extended. Language knowledge is introduced in a context, grammatical items are isolated for controlled practice, and then a number of free activities are provided to reinforce what they deduce.Hopefully, this thesis will provide senior middle school teachers with some insights into grammar teaching and more preferably they will set to think about their grammar teaching methods.This thesis consists of five parts. Some basic concepts of grammar and grammar teaching, and the current situation of grammar teaching will be concluded in part two. Part three is the literature review relevant to the CA, and some theories of the application of CA and grammar teaching is mentioned. In part four, it shows the experiment, and some results and discussions concerned with the experiment are presented in this part, and then followed by the conclusion.2. English grammar teachingIn last section, it summarizes the structure of the thesis simply. This section mainly introduces some notions about grammar teaching.2.1 The definition of grammarWhat is grammar?In Oxford Advanced Learner’s English-Chinese Dictionary (2004:762-63), grammar is referred to as: n. 1. [U] the rules in a language for changing the form of words and joining them into sentences; 2. [U] a person’s knowledge and u se of a language; 3. [C] a book containing a description of the rules of a language; 4. [C] (linguistic) a particular theory that is intended to explain the rules of a language or of language in general. Longman Dictionary of Contemporary English defines grammaras “the study of use of the rules by which words change their forms and are combined into sentences”(1995:658). Richards (1985) defines grammar as follows: a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. (Quoted in George Yule, 2002:11) The grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language (see Jeremy Harmer, 2003:59).CA has endowed the definition of grammar a new demand and meaning. It requires the student not only to inquire into language structure, but also to have the competent to make correct sentences. What’s more, they must be required to kn ow the application of “when”, “where”, “who” and “how”.As we know from above, the notions of grammar are of abundance and have changed over the years. In a word, grammar is a description of rules for forming sentences, including an account of meaning that these forms convey.2.2 The current situation of grammar teachingLately a good deal of works has been written about grammar revival. It is widely believed that, with the introduction of CA, attention to grammar was dimmed by an emphasis on experiential learning and purely communicative goals. But it is only partly true: although some syllabusesin favor of functions appeared in 1970s, e.g. Wilkins’Notional Syllabus (1976), a closer look at these syllabuses shows that they often have a strong grammar basis.Grammar teaching means different things to different teachers. For some teachers, grammar classes primarily consist of the formal explanation of grammatical rules with all of the grammatical terminology necessary for this task. For other teachers, the grammar teaching is synonymous with practice of common grammatical patterns. But for still others, the teaching of grammar means providing students with opportunities to use English in various realistic situations in order to learn to communicate effectively.Each of these views of grammar teaching has both advantages and disadvantages. On the one hand, if we view the grammar teaching as the formal presentation of grammatical rules, it is likely for our students to learn a great deal about grammatical rules of English; however, it is possible that they will not be able to effectively use English outside of the classroom. On the other hand, if we consider the grammar teaching as the practice of common grammatical patterns, it is likely that our students will become familiar with basic English sentence patterns, but they may not know when to use these patterns in realistic situations, our students will begin to learn how to communicate in English. It is possible that they will not know how to explain some of the grammatical rules ofEnglish. Nevertheless, many English native speakers cannot do this, let alone the English non-native speakers.Grammar classes require us to pay attention to both form and function. In order to use English correctly, students need to become familiar with basic grammatical patterns of English. However, it is not enough for our students to know how to make simple statements correctly such as “please give me a coke”, they need to be aware of the fact that they are making a request and that there are other ways of saying the same thing (e.g., “a coke, please”, “would it be possible to get a coke?”etc.). Moreover, they need to know when it would be appropriate to use each form. If we want our students to learn these and to use English both correctly and appropriately, we need to include in our grammar classes attention to both form and function (see Mickay, 1987: xi-xii).2.3 The essence and significance of grammar teachingGrammar teaching has been regarded as necessity by many grammarians or linguists. Celce-Murcia said, “Noticeable and convincing proof shows teaching without grammar can only lead to crippled foreign language whether it is bases on comprehension or on communication. Students can’t make progress if surpassing the stage”(1988:89). As Krashen (1987:) points out, the monitor is the device that learners use to edit their language performance. It utilizes “learnt” knowledge by acting upon and modifying utterances generated from “acquired” knowledge. This canoccur either before or after the utterance is uttered.According to the statistical analysis on the experience of foreign language teaching after things were set to rights again in 1978, Chinese students learned foreign language mainly by themselves. Teaching oneself a foreign language needs learning strategies and error correction monitoring. Spelling ability, grammatical competence and lexical knowledge are learning strategies to monitor error correction of language input and output. So English language teaching must have a foothold on language knowledge that is centered on grammar. Besides, the grammatical knowledge cannot only be used to monitor output, it can also be used to understand what is heard, read and written.What kind of position should grammar be in and what role should grammar play in EFL (English as a Foreign Language)? These issues should be made clear before we explore how to teach grammar in the framework of CA. For some time after the rise of CA, the status of grammar in the curriculum was rather uncertain. Some linguists maintained that it was unnecessary to teach grammar, that the ability to use a second language (knowing “how”) would develop automatically if learners were required to focus on meaning in the process of using the language to communicate. In recent years, some people in the English teaching circle think that grammar counts for little in EFL, thus it’s necessary to cut down or even eliminate grammar class. Nowadays this view has come under seriouschallenge, and now it seems to be wildly accepted that there is value in classroom tasks which require learners to focus on form. It is also that grammar is an essential resource in using language communicatively.3. An overview of Communicative ApproachThe proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. The changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners’ need, such as a move toward oral mastership rather than reading comprehension as the goal of language study. The popularity of the Communicative Approach since the final decades of last century has proved this fact well. CA is the main theme that we talk about in this section.3.1 The comprehension of Communicative ApproachDictionary of Applied Linguistics (1985:45), CA, termed as CLT, is an approach to foreign or second language teaching, which emphasizes the goal of language learning, is communicative competence.“The Communicative Approach – or Communicative Language Teaching (CLT) - is the name which was given to a set of beliefs which includednot only a re-examination of what aspects of language to teach, but also a shift in emphasis in how to teach” (Jeremy Harmer, 2003:84).In fact, the comprehensiveness of CA makes it difficult to define authoritatively and thoroughly. For some, it means little more than an integration of grammatical and functional teaching. David Numan claims “it is something of misnomer to talk about the communicative approach as there is family of approaches” (1991:159). Littlewood states, “One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language” (1981:25). For others, it means using procedures where learners work in pairs or groups employing available language resources in problem- solving tasks.Follows are some comprehensions of CA:(1). The CA is an approach to Foreign or Second Language Teaching which emphasizes that the goal of language teaching is communication competence. The CA is also called Communicative Language Teaching.(2). The CA has been developed particularly by British applied linguists as a reaction away from grammar-based approaches such as the Audio-lingual Method.(3). Teaching materials used with a CA often teach the language needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes.(4). The CA follows a Notional Syllabus or some other communicatively organized syllabus and emphasizes the processes of communication, such as using language appropriately in different kinds of tasks, for example, to solve puzzles, to get information, and using language for social interaction with other people.3.2 The basic features of Communicative ApproachThe Communicative Approach has many different features comprehended by different linguists. However, the aim of CA is to develop the students’ communicative competence. Some features are summarized as follows:(1)Language is regarded as a tool of communication.(2) Notions, functions and communicative events, are taken as contents.(3)It stresses that the teaching process itself is communicative.(4)The most necessary language courses or materials are chosen to suit certain specific communicative purposes for different learners, e.g. English for scientists, English for doctors, English for attendants.(5)The students’ mistakes are not corrected in a hurry.(6)It is against grammar-based teaching.(7)It holds that teaching materials should match with suitable teaching media, and multi-media in the organization of teaching should be adopted.(8)Its procedure for teaching is quite different from that ofStructural Approach whose procedure is presentation of new items, drills, and then application in practical situations.(9)English essential factors are thought to play a part respectively when people use a language to communicate with each other. (see Yuan Shipu, Qi Defeng & Liu Xinyi, 1998:83-85)3.3 The application of Communicative Approach in grammar teaching3.3.1 The principles of applicationWhile teaching grammar, you should bear some principles in mind so that you can teach it more effectively. The following are the main principles for grammar teaching based on CA.When you teach grammar, whichever technique you decide to use, it is important to keep several principles in mind. Firstly, be certain that your students always understand what they are saying. Use demonstrations, pictures, or translation. Secondly, when you introduce a new grammar point, select the model sentences carefully. In general, try to introduce only one new grammar point in a set of model sentences so that your students can be better focus on the point you wish to emphasize. Thirdly, always strive to keep the topic unified in theme and related to your students’ interests. Nevertheless one way to provide practice and review of the same structure, while maintaining the interest of your students, is to varythe content you use. Finally, use model sentences that reflect actual usage and try to introduce these sentences in situations in which they might actually be used by the students. Remember, in order to communicate effectively, your students must not just know how to use the language correctly; they must know how to use it appropriately (see Mickay, 1987: xiv-xv).In short, grammar presentation and practice activities should be evaluated according to: how efficient they are (the E-factor), how appropriate they are (the A-factor). The efficiency of an activity is gauged by determining: 1.Its economy—how time-efficient is it? 2. Its ease is it to set up? 3. Its efficacy—is it consistent with good learning principles? The appropricacy of an activity takes into account: 1. Learners’ needs and interests. 2. Learners’ attitudes and expectations (see Thornbury, 2003:25-28).3.3.2 ModelsThere are three effective models for teaching grammar, Byrne’s model, Brumfit’s model and Harmer’s model, which are summarized by three of the most influential principal architects of the CA.3.3.2.1 By rne’s ModelThe grammar teaching models proposed by Byrne are Present-Practise-Produce or Present-Present-Practise. He thinks thatPresent, Practice and Produce are necessary in English grammar teaching, and that teachers should adopt a suitable model in teaching, according to their students’ level and teaching contents. The model Present-Practice-Produce is called “weak” version of. This model is fit for beginners of a language. For example, when a teacher is going to teach the Present Indefinite, present is very necessary if his or her students know nothing about this tense. The teacher may present the following sentenced through asking questions or talking, “I have breakfast at 7 o’cl ock. I have lunch at 12 o’ clock. I have dinner at 19 o’clock.…” Then help the students to know that Present Indefinite is typically associated with habitual recurrent use. Finally ask the students to introduce their own habits or their families’ habits to each other. The “strong” version of it (Pr resent-Present-Practice) is suitable for those who have already mastered basic grammar. In this model communicative activities are put in the first place, followed by summarizing and presenting a certain grammatical point. Let us take the Progressive for example. The teacher may get started by asking his or her students “What are you doing now?” The students may answer the question like this “I am reading the text now. I am writing a composition….” Then the teacher may write some good sentences presented by students to read the sentences in the blackboard, or have several students repeat the sentences separately, then explain to the students that the present progressive isused in these sentences, and finally get the students to practice this tense in communicative activities. (see Hang Baotong, 1999:-200)3.3.2.2 Brumfit’s ModelCommunicate-Present Language-Dill Practice-Communicate is propounded by Brumfit. This model is improved on the basic of “Present-Practise-Practise in context” Model. When a teacher is going to teach a certain grammatical point, he or she should not present the students directly with a grammatical rule. Try to get the students involved in the communicative activities which are related to the rule. Then explicitly explain how to apply the rules and ask the students to do some similar practice in order to make them more familiar with the new grammatical rule. Here comes the most important section. Provide as many opportunities as possible to get the students involved in communicative activities. Let us take teaching “There be…” structure for example. The teacher may get stared in this way: Everyone can see that we have a large classroom. Are there many things in it? Yes, there are a lot of things in it. There is a blackboard on the wall. There are three windows and tow doors in this classroom…. The teacher may write “There be…” on the blackboard and this structure is introduced to the students. Then explain to the students that this structure is used when we want to say something is in a certain place. Provide tow or three similar sentences. With all these done, the teacher may use the dormitory, the kitchen or the sittingroom for the students to use new grammatical rule to describe things that they are familiar with. This kind of language practice cannot be called real language communication but it has paid attention to language meaning and function. (Brumfit, 2000)3.3.2.3 Harmer’s ModelIntroduce-Practise (Controlled)-Produce (Communicate) embodied Harmer’s language concept that the teaching process of a language should move the non-communicative language structure to model is based on the innovation of Brumfit’s. The importance of the former lies in the third step, which requires the teacher to encourage and stimulate the students try communication in the language. Fluency can be achieved in the process of attempting. (see Hang Baotong, 1999:208-211)Here, we have introduced three models of teaching grammar by CA. And the first model will be used in the experiment.4. Experiment of grammar teaching in the framework of CA in senor middle school In the preceding parts, we have discussed many theories. Now, it’s time to have practice.4.1 The aim of experimentThis experiment had two purposes. One was to investigate whether grammar teaching in the framework of CLT was adaptable to senior middle school students. The second purpose was to increase students’ interest on English learning. The author applies these in senior middle school to see whether teaching Attributive Clause in communicative instruction can improve students’ communicative competence and teach linguistic knowledge more effectively than that in traditional ways.4.2 The steps of experiment4.2.1 The subjectsOne class (Class 11) in Grade One in Hengbei Middle School with the total number of 61 students is chosen to take part in the study. They are receiving the grammar teaching with communicative instruction. The class taking part in the experiment has five periods (45 minutes a time) per week in English instruction with the same teacher (the author).Before the experiment, the students had an examination which was their first exam in senior middle school. From the result of this examination and the enter examination, the passing rate were 13% and 8.2% partly, thus it could be seen t he participators’ level was low. (See Table 1 Full mark: 150)Table 1(单位：人)4.2.2 The materials of experimentThe target grammatical item for the experiment was from New Senior English for China Student’s Book 1 (a n edition from PEP)—the Attributive Clause. The other materials used in the experiment included the author’s teaching scripts for approaches strictly followed, a tape recorder and two little mobile blackboards.4.2.3 The process of experimentThe experiment was carried out from October 8th, 2007 to November 17th, 2007.The experiment was divided into three stages and finished in six weeks (See Table 2).Table 2: Procedure Involved in the ExperimentThe first stage (1st week): From October 8th, 2007 to October 14th,2007.The questionnaires were handed out to the students and the teachers. One kind of questionnaires was given to all the participants. The other was given to the English teacher of the school.The second stage (2nd-5th week): From October 14th, 2007 to November 11th, 2007.The teaching plan was designed and written according to the By rne’s Model (Present-Practise-Produce or Present-Present-Practise) and revised on the basis of principles of application.The Attributive Clause was taught during this period. The author taught it using CA. The Attributive Clause is one of the most important and difficult grammar items for most students in senior middle school. The author has made great efforts to lead the students into communicative environment. Though the students’level was not high, they have learned English at least three years, and they have mastered some basic grammar. Thus, according to the explanation of the Byrne’s Model, the author should use “Present-Present-Practise”Model. Considering the students’level, the author needed to use simple words or sentences, even use some mother tongue to assist the teaching.Follows are some strategies of grammar teaching in the framework of CA in the experiment: selection of teaching materials, creation of communicative activities, adoption of right ways to error correction, andt eacher’s and students’ roles in grammar teaching.Procedures of grammar teaching in framework of CA: 1. Presenting grammatical points by using situations: creating situations by making dialogues. When teaching the Attributive Clause, the author brought a peeler as a property into the classroom and asked the students “What is this used for?” instead of telling them the grammar rules directly. Thus, a dialogue with the grammatical point was developed between teacher and students meaningfully. And after the students are thinking for a while, the a uthor can give them the first half of compound sentence “A peeler is an instrument which…”and tell them the function of “which” (subject, substitute instrument)2. Teacher-student discussion. Let the students to discuss the use of the other relative pronouns. 3. Summing- up. 4. Consolidation practice: (1) Mechanical practice (2) Flexible practice. In order to enhance the students’ cognitio n about this grammatical phenomenon, the author collected some tongue twisters and proverbs. 5. Comprehensive use: to de velop the students’ imagination in “real life”. For example, when drilling the Attributive Clause sentences, the students were given the first half sentence “Do you know the new probation English teacher of Class 6?”,and then they responded to this sentence by their impression on the teacher and their imaginationThe third stage(6th week): From November 12th, 2007 to November 17th, 2007The post-test was used to observe the changes of the students after the experiment, which was significant to the success of the experiment.A questionnaire which was designed similarly as the pre- questionnaire was handed out to the whole class to make a comparison.Post-test: on Monday, November 12th (2007)The summary: November 13th to November 17th (2007)The summary of the experiment can be seen in the following section.(4.2.4)4.2.4 The result of experiment and analysis25 pieces of questionnaire paper for the teachers were handed out and all were recollected. The questionnaire for the students was given to 61 students, and all were recollected.From the result of teachers’answers, it shows that: 21 teachers (84%) have worked at least 1 year, and 17 teachers (68%) taught grammar by the Grammar-Translation method. What’s more, the teaching was with little effect. Moreover, 12 teachers (48%) thought it was unnecessary to teach grammar, and 16 thought it had little effect on teaching. (See Table3)Therefore, the traditional method was not a very good means to instruct grammar.Form the students’answers, 28 students (45.9%) were satisfied with the new teaching method, and 31 students (50.82%) were quite satisfied.Compared the student per-questionnaire with the student pos-questionnaire, it was easy to find out that the students’ interests of learning English had enhanced, especially their cognition of grammar learning. For example: At the beginning, 8 students (13.11%) didn’t like learning English and 32 students (52.46%) thought it was unnecessary to learn grammar. There many students slept in class, and they answered questions passively. At last, none disliked learning English and only 13 students (21.31%) thought it was unnecessary to learn grammar. There no student slept in class, and they answered the questions actively. Moreover, they finished the homework independently, and the accuracy reached 90%. The time that spent on English increased from less half an hour to almost one hour. (See Table 4)。

Communicative Approach in High School English Teaching Wang Xiaohong

The Communicative Approach was first put forward in the 1970s, which reached its peak and was introduced into our country in the mid-eighties. Since 1995, our high school English teaching has witnessed 3 reforms, which established the Communicative Approach's leading position in our teaching step by step. The New Criteria for English Syllabus in Common High School, issued in the year 2004, made it clear that in the course of implementing the programs, to change the way of teaching, an important measure is to adopt a student-centered teaching method instead of teacher-centered teaching methods, and to introduce a classroom mode by which students will explore knowledge and develop their language capacity on their own initiative. Communicative approach opens up a wider perspective on language. In particular, it makes us consider language not only in terms of its structure, but also in terms of the communicative functions that it performs. In other words, we began to look not only at language forms, but also at what people do with these forms when they want to communicate with each other. It opens up a wider perspective on language learning. In particular, it makes us more strongly aware that it is not enough to teach learners how to manipulate the structures of a foreign language. They must also develop strategies for relating these structures to their communicative functions in real situations and real time.

US-China Foreign Language, October 2015, Vol. 13, No. 10, 723-727doi:10.17265/1539-8080/2015.10.005Communicative Approach and Teachingof Spoken English in CollegeSHI Xi-chun, CHEN Meng-jieChangchun University, Changchun, ChinaCommunicative Approach created in the early 1970s. In just 10 years, it is accepted by English teachers, and playeda leading role in English teaching. After being introduced into China, communicative approach also has beenwidely popular, especially its great function in college oral English teaching. This paper sets forth the theoreticalbasis of communicative approach through the eyes of history, puts forward the three principles to follow whenusing communicative approach in college oral English teaching, and comes up with the three pairs of main relationsin the process of teaching.Keywords: Communicative Approach, college English, oral English teachingIntroductionCommunicative Approach is a kind of teaching method with language function projecting and emphasizing All Rights Reserved.on communication ability, whose purpose is to improve the language learners’ communicative competence, andmake further development of the four skills in language learning: listening, speaking, reading, and writing.According to the new “college English curriculum requirements”, the purpose of college English teaching is tocultivate the students’ English comprehensive application ability, especially listening and speaking skills, so thatthe students can write and communicate in English effectively. While the communicative approach is an effectivemethod of college English teaching satisfying the requirements of new curriculum, especially in promoting thecollege spoken English teaching level, and improving the students’ oral English using ability.Linguistics Theories Base of Communicative ApproachHymes’s Theory of Communicative CompetenceHymes published a article titled Theory of Communicative Competence in 1972, in which he proposed communicative competence consisting of four parts: (1) whether possible in the form; (2) whether possible toperform; (3) whether appropriate according to the context; and (4) whether can be achieved in fact. This fourparts include the abilities of language and grammar, as well as the feasibility and appropriateness. His theory ofcommunicative competence provides a theoretical basis for the later of communicative approach in Englishteaching.SHI Xi-chun, lecturer, master, Public Foreign Language Teaching and Research Department, Changchun University.CHEN Meng-jie, lecturer, master, Public Foreign Language Teaching and Research Department, Changchun University.724COMMUNICATIVE APPROACH AND TEACHING OF SPOKEN ENGLISH IN COLLEGE Canale and Swain’s Theory of Communicative CompetenceIn the early 1980s, Canal and Swain’s theory of communicative competence enriches Hymes’s theory of communicative competence. They think that communication skills include: grammar, social language, discourse,and strategic competence. Practice proved their communicative competence theory programmatic and guidingstandards to guide language teaching and the test framework.Bachman’s Theory About Communicative Language AbilityIn the early 20th century, Bachman put forward the theory of communicative language ability on the basis of various theories. He thought the communicative language ability was composed of three parts, namely, languageability, strategy ability, and psychological mechanism ability. He made it systematic, and finally includedpsychological mechanism in the communicative language ability. In addition to enriching the language ability incommunicative competence, Bachman also dealt with the strategy ability as a part of a language independentability, indicating the implementation of the relative importance of factors.Two Basic Principles to Follow for Communicative Approach in Oral English Teaching Oral English Teaching Activities Should Centre on CommunicationThe first principle to follow for communicative approach is that the organization and implement of the oral English teaching activities should center on and serve for communicative purpose in class. Oral English activitiesimplemented by teachers and students in college oral English teaching can be mainly divided into direct andindirect communication activity, and the later serves for communicative activities. The presentation of the directcommunication activities is the simple oral training between teachers and students before class, such as askingAll Rights Reserved.students the weather and their weekend, etc. While indirect oral teaching serving for the communication activitiesis study and practice of some phrases or sentences under the guidance of teachers, which will lay a foundation forstudents in the future learning.Do Not Always Correcting Students’ Mistakes in ClassCommunicative Approach pays attention to the communication of meaning in the classroom communicative teaching, and free choice of language, rather than focusing on the accuracy of language. It is usual for students tomake mistakes when using language in the process of communication, but the approach of “mistakes must becorrected” can make students dare not express their bold because of afraid of making mistakes, which eventuallyhinders students free communication.Three Major Relationships of Communicative Approach in Oral English Teaching The Relationship Between Teachers and StudentsTraditional English teaching mainly focuses on teaching language knowledge ignoring the oral English exercise for students, thus the teachers’ teaching plays the subject of the classroom. While students are passivelisteners, the only thing students can do is listening and note-taking. But communicative approach emphasizes theenhancement of students’ oral English ability. So teachers and students should change their roles in the teachingprocess. As a teacher, he must change a classroom organizer from knowledge teaching. While as a student, hemust be from a passive listener to an active participant, as well as the subject of teaching activities and feedbackof teaching information. In a word, the implementation of communicative approach in oral English teaching is theCOMMUNICATIVE APPROACH AND TEACHING OF SPOKEN ENGLISH IN COLLEGE725process of relying on, helping, and promoting each other between teachers and students.Accuracy and FluencyCompared with communicative approach, traditional teaching method relatively focuses on the accuracy of the language. And in traditional teaching process, teachers constantly monitor the students’ language accuracyand help students to correct immediately when meeting students’ mistakes in oral English. So for a long time, thismethod will make students have scruples, even each student will first consider themselves before speaking, andthen express it instead of blurting out. As a result, too much emphasis on language fluency will prevent thenatural use of language. Only by fully using the language to complete the communication between each other,can it be named true communication. Therefore, communicative approach in college oral English teaching shoulddeal well with the relationship between the students’ language accuracy and fluency. Students should achieve theaccuracy of the language using through certain language knowledge learning on the basis of language fluency.Learn and AcquisitionCanale (1983), an American linguist, thinks that there are two obvious ways to the development of language skills, namely learning and acquisition. Learning refers to the conscious acquirements of language knowledge,learning and understanding rules of grammar and language, and being able to talk about these rules. Whileacquisition means gaining natural language ability through the understanding and use of language under the wayof nature. College oral English teaching is different from other teaching, such as grammar and reading. Studentscan learn to master some language knowledge, but it does not mean students have the ability of expressing thelanguage knowledge in oral English fluently. The improvement of oral English greatly relies on a certainlanguage environment, as well as a long-term practice in language environment, such as making students obtain All Rights Reserved.more language input through dialogue communication between teachers and students in the class or taking partin English corner, and encouraging students’ language acquisition in the subconscious.Some Suggested Classroom ActivitiesRole-PlayThere is little consensus about the term, “role-play”. Richards, et al said that it is a drama-like activity, In which students take the roles of different participants in a situation and act out what might typically happen in that situation. For example, to practice how to express complaints and apologies in a foreign language, students might have torole-play a situation in which a customer in a shop returns a faulty article to a salesperson. (Richards, J. Platt, & H. Platt,2002, p. 398)As to the limitations of the classroom, role-play now is a vital technique for creating a wider variety of social situations and relationships that would otherwise occur. A role-play is a highly flexible learning activity whichhas a wide scope for variation and imagination. Role playing can improve students’ oral skill in any circumstance,and help students interact with others. As for introverted students, role-play can provide a mask, which can makethem feel safe and act freely.Oral PresentationGenerally speaking, oral presentation falls into two categories: (1) a prepared presentation; and (2) an impromptu presentation. As to the first kind, the students can have plenty of time to prepare for it. They can726COMMUNICATIVE APPROACH AND TEACHING OF SPOKEN ENGLISH IN COLLEGE consult different materials and rehearse what they are going to talk about, even with some key words written on apiece of paper just in case of stage fright. This prepared speech should be encouraged since it helps to improveaccuracy, and quality of the presentation in terms of content. In contrast, the impromptu presentation is far moredifficult because the student has no time to prepare and no input from other group members. Teachers should useit with care, depending on the proficiency level of our students. If the general level of the students is low, it shouldnot be used too often as it has the potential to damage students’ self-esteem and can be demoralizing if not doneproperly.The topic of the presentation can be given by the teacher, but it is more favorable if chosen by the speaker himself. He can choose some hot topics in social life, or English jokes, some anecdotes, news, etc. And it is ofteneffective to get the candidate to talk about himself, such as dreams, hobbies, private life, etc.DiscussionDiscussion is probably the most commonly used activity in the oral skill class. Typically, students are introduced to a topic via a reading, a listening passage, or a videotape and are then asked to get into pairs orgroups to discuss a related topic in order to come up with a solution, a response, or the like. Otherwise teacherscan choose a topic that is related to the content of the following reading class. They must take care in planningand setting up a discussion activity. Firstly, planned (versus random) grouping or pairing of students may benecessary to ensure a satisfactory discussion outcome. While there is no one “right way” to group students,considerations such as gender, ethnicity, background, talkativeness, etc., may come into play. Secondly, studentsneed to be reminded that each person should have a specific contribution in the discussion, whether it is to keeptime, take notes, or report results. Lastly, students need to be clear about what they are to discuss, why they are All Rights Reserved.discussing it, and what outcome is expected. It is testified that students will be more motivated to participate inthe discussion if they are allowed to select discussion topics and evaluate their peers’ performance.GamesCommunication games are based on the information-gap principle. Students are put into situation which are “game-like” and have to use the limits of the language they possess to complete the game. Three examples areoffered in the following:(1) Describe and arrange: Students work in pairs. One partner has to describe a pre-arranged set of pictures,while the other is required to arrange identical individual pictures in the same order. The pictures of bothparticipants are unnumbered, thus provoking true communication, not only to find a particular picture, but also tolocate it;(2) Describe and draw: Once again students work in pairs. One student has a picture which the other studentcannot see. The second student has to draw an identical picture by listening to his partner’s instructions and/orasking for questions;(3) Find the similarities: Students are put into pairs and given two pictures which are different but which containa number of similarities. Without looking at each other’s pictures, they must discover what the similarities are.ConclusionCommunicative approach is an effective method of teaching English, though there are still some problems inCOMMUNICATIVE APPROACH AND TEACHING OF SPOKEN ENGLISH IN COLLEGE727the use of Chinese, with the development of teaching conditions, we are sure that this method can be widely intoour classroom, especially in college English teaching in the classroom, and will become a kind of effectiveteaching methods improving students’ other English skills in addition to oral English ability.ReferencesBachman, L. F (1990). Fundamental considerations in language testing. New York: Oxford University Press.Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards and R. W. Schmidt (Eds.), Language and communication (pp. 2-27). London: Longman.Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-41.Richards, J. C., Platt, J., & Platt, H. (2002). Longman dictionary of language teaching and applied linguistics (pp. 147-149). Beijing: Foreign Language Teaching and Research Press.Savignon, S. J. (1983). Communicative competence: Theory and classroom practice. MA: Addison-Wesley Publishing Company.Widdowson, H.G. (1978). Teaching English as communication. Oxford: Oxford University Press.XU, Q. (2002). Communicative approach and examination evaluation in English teaching. Shanghai: Shanghai Teaching and Research Press.XUE, Z. L. (2002). English classroom teaching process. Beijing: People’s Education Press.All Rights Reserved.。

本科毕业论文题目：交际教学法在初中生英语听力教学中的应用学院名称：XXXXX专业班级：XXXXXXXXXXXXXXX毕业年份： XXXXXXX姓名：XXXX学号： XXXXXXX指导教师：XXXXX职称：XXXXXXA Study on the Application of the Communicative Approachin Teaching Listening in Junior Middle SchoolByZhang HaixianA Thesis Presented to School of Foreign Studies ofWeinan Normal UniversityIn Partial Fulfillment of the Requirementsfor the Degree ofBachelor of ArtsMay 22, 2015Class: Class 1 of 2013Advisor: Wang Weigang交际教学法在初中生英语听力教学中的应用摘要：听力在语言学习的过程中非常重要，通常作为输入和接受技能应当给予特别的关注。

它可以提高学习者对语言学习的兴趣和热情。

此外，听力也有利于发展学生学习其他技能，尤其是口语。

然而，尽管听力已经引起了很大的关注，但不可否认的是，听力的结果却不及其他三项技能那么令人满意。

在目前的听力教学中，教师倾向于为学习者提供更多的语言知识结构和语法知识结构却忽略了信息的理解。

大多数英语学习者花费大量的时间，结果却不尽人意。

由于他们听不懂别人所说的话，以至于往往不能作出准确的反应。

而交际教学法（CA），旨在培养学生的综合语言语用能力，在很大程度上可以解决这一问题。

通过交际法，使学习者对语言学习有一个正确的态度，并能自如地表达自己。

因此，在语言学习过程中应重视采用交际法来提高学习者的交际能力。

本文将主要关注交际教学法在初中生英语听力教学中的应用，希望可以借此来解决中学生听力能力低下的这一问题，帮助学生培养正确的听力习惯，最终达到培养学生综合运用语言的能力。