2015-交际教学法-开题报告

2015届本科毕业论文浅谈交际教学在中学英语课堂上的应用题目：院系名称：外国语言文学系专业名称：英语学号：SY1103126姓名：王丹妮指导教师（职称）：李悦（讲师)教务处制二〇一五年五月TheApplicationofCLTintheEnglishClassofMiddleSchoolAThesisSubmittedtoShiyuanCollegeofGuangxiTeachersEducationUniversityinPartialFulfillmentoftheRequirementsfortheDegreeofBachelorofArtsByWangDanniSupervisor：LiYueMay,2015i摘要在交际教学引入中国后，相当一部分专家与学者研究了交际教学在高中和大学的应用，但很少有研究资料与中学教学相关，所以此论文研究的是以基础教育选择对英语开始有兴趣的初中生为研究对象。作者希望通过探究当前交际教学在中学的现状从而找出一些问题和给出建议，然后分析其技巧来提高交际教学的教学质量。这不仅有效地研究了交际教学在课堂上的实用性问题；而且也肯定了交际教学所带来的优点与启示。作者论证交际教学在初中英语课堂的应用的方法有三种：1、文献研究法2、对比分析法3、举例子。最后如何探究交际教学在初中英语课堂的运用是一个值得讨论的问题。关键词：交际教学课堂初中应用iiAbstractAftertheCLTwasintroducedintoChina,acertainamountofeducationistsandlearnersstudiedtheapplicationofCLTinHighSchoolorCollege,buttherewerefewdatarelatedtoMiddleSchool.SotheresearchatthebasisofbasiceducationselectsJuniorSchoolstudentsasobjectsofstudywhoarecuriousaboutEnglish.TheauthorhopestoexplorethepresentstatementofCLTintheEnglishClassofMiddleSchoolsoastofindoutsomeproblemsandgivesomeadvice,thenanalyzesitstechniqueswithanaimtoimprovethequalityofCLT,It’snotonlyefficienttostudyonthepracticalproblemsofCLTintheclassroombutalsoconfirmedtheadvantagesandenlightenmentofCLTbroughtwhichisexaminedbyauthorinthreeaspects:1.Literatureresearchmethod2.Comparativeanalysismethod3.Setthesample.FinallyhowtouseCLTinEnglishclassroomofmiddleschool.Itisaworthproblemtobediscussed.Keywords:CLT;Class;Middleschool;ApplicationiiiCONTENTSChapterOneIntroductionChapterTwoThetheoryandstandardsofCLTintheEnglishClassofMiddleSchool2.1ThetheoryofCLT2.2ThestandardsofCLTChapterThreeTheadvantagesanddisadvantagesintheEnglishClassofMiddleSchool3.1TheadvantagesofCLT’sapplication3.1.2TheprinciplesofCLT3.1.3TheobjectivesofCLT3.1.4ThetechniquesofCLT3.2ThedisadvantagesofCLT’sapplicationChapterFourTheadviceofCLTintheEnglishClassroomofMiddleSchoolChapterFiveApplicationofCLTintheteachingofEnglish4.1Pre-reading4.2While-reading4.3Post-readingChapterSixConclusion广西师范学院师园学院2015届本科毕业论文1ChapterOneIntroductionAccordingtothestatistics,Englishistheofficiallanguagebyone-thirdofpeoplespeakingEnglishoversixty-threecountriesintheworld,occupiesseventy-fivepercentoftelevisionprogramsandmorethaneightypercentofscientificandtechnicalinformationalongwithalmostallsoftwaresourcecodeswritteninEnglish.Sothereisagrowingdemandofcultivatingstudentsnotjustendowedwithlanguagelearningability,butalsoaccompaniedbylanguagecommunicativeabilitytocaterforthedevelopmentofglobalization.CLTdatingfromthe1960sinBritainreplacedtheearlierstructuralmethodwhichcalledSituationalLanguageTeachingpartlybasedonthetheoriesofBritishfunctionallinguisticsFirthandHallidayalongwithAmericansocio-linguistsHymes,GumperzandLabovandthewritingsofAustinandSearleonspeechacts.AdditionallyitresponsesonChomsky'scriticismsofstructuraltheoriesoflanguageinsomesense.CLTwithanaimtocommunicatewasintroducedtoChinainthe1990s,itsteachingprocedurehadbeenfacedgreatchangesunderthedevelopmentofNewCurriculumStandardbytheStateEducationDepartmentfromthentonow,wesawtheprocessoflonghistoryofCLT’sreforminChinaforfollows:In1992,theStateEducationDevelopmentCommission(SEDC)broughtanewEnglishTeachingSyllabuswhichdeclaredtheintentionofteachingEnglishistoperfectthestudents’communicativecapabilities.In1993,theword“communication”insyllabuswasofficiallyplacedonEnglishteachingforthefirsttimeasaobjective.In1995,“ChinaisavastlydifferentELTenvironmentfromonethatspawnedandnurturedthecommunicationapproach”aslongascommunication’sconcernbyHird.In2001,SEDCdemandedapplyingCLTintotheEnglishtextbooksthenuntilthepresent,CLTexertsenormousinfluenceon“languageinuse”byviewofEnglishteachingandlearning.Althoughobstaclesexistedahead(e.g.1.Grammar–orientedexaminationsystem2.Studentsinalargeclass3.Teacher’sdominatingroleintheteaching).Inmyperspective,theexistingproblemishowtotakeadvantageofCLTinChineseeducationmethodtoimprovetheteachingstuffcommittingthemselvestofindannewwaytofitfortheirowneducationsystem.WeshouldputCLTintothesuccessfulspeakingactivity.First,LetLearnerstalkalot.Asmuchaspossibleoftheperiodoftimeallottedtotheactivityisinfactoccupiedbythelearnertalkingsinceit’sanimportantcriteriaforevaluatingeffectiveteaching.Second,Participationiseven.Classroomdiscussionisnotdominatedbyaminorityoftalkativeparticipants:allgetachancetospeak,andcontributionsarefairlyTheUseofLinkingAdverbialsbyChineseCollegeEnglishLearners2distributed.Third,Motivationishigh.Learnersareeagertospeak:becausetheyareinterestedinthetopicandhavesomethingnewtosayaboutit,ortheywanttocontributetoachievingataskobjective.Four,Languageisofanacceptablelevel.WangQiang(2000)said:“Learnersexpressthemselvesinutterancesthatarerelevant,easilycomprehensibletoeachother,andofanacceptableleveloflanguageaccuracy.”SoIhopethisresearchcanperfecttheapplicationofCLTintheEnglishclassofmiddleschoolatallaspectsofteachingprocesssuchasprovidingopportunitiesforactivecommunicativeinteractionamongstudentsandmakinglanguagelearningmeaningfulforthestudentsaswellasencouragethestudentstouseEnglishinanauthenticcontext.ChapterTwoThetheoryandstandard