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英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
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论文作者:www.51lunwen.org论文属性:职称论文 Scholarship Papers登出时间:2013-02-08编辑:chengcheng点击率:2161
论文字数:0论文编号:org201302081759314017语种:中文 Chinese地区:中国价格:免费论文
摘要:本文主要概括性的介绍了英语教学中的交际教学法。教师和学习者很大程度上依赖于创造性的学习过程。在课堂学习中,学生们根据自己的亲身经历和与他人合作完成交际任务。教学和学习的全过程是动态并且灵活的。
交际教学法可以概括为以下几点:
communication teaching can thus be summarized as the following:
在英语交际教学中,实际上是以学生们为核心的课堂问答过程。教师是唯一的推动者,组织者,顾问和合作者。在课堂学习中,学生们根据自己的亲身经历和与他人合作完成交际任务。D. CLT relies on the use of diversified information and tools within the classroom settings. Obviously, only Students’ Book is not enough for students to learn knowledge. Teachers must use more useful materials to improve the students’ integration capability. There are many ways to get learning materials. Gardner and Miller(2002,pp102-4) sum up a table about the material resources, including newspapers, magazines, user manuals( manuals from computers, video players and other kinds of equipment), leaflets and brochures( government departments, travel agencies, banks, etc.), foreign mission information (embassies, non-government agencies, etc.), international companies’ introductions and products, airlines and in-flight magazines, TV programs, radio programs, videos, lectures and speeches, native or near-native speakers, songs, letters and games, etc. Teachers should develop and utilize the resources.
The development of CLT is closely related to the understanding of the nature of L2 teaching in classroom settings. As early as the late 1970’s, English teachers in China had realized the limitations of the traditional language teaching approaches, mainly the text translation approach of teaching. As is known to all, the generally-accepted traditional teaching methods include the translation approach and the test-oriented approach, both of which have long been regarded as useful methods to teaching grammar and syntactic rules. By using these methods, language teachers dominate the whole process of the teaching, almost leaving no room for classroom interaction. As a result, what the teacher has done in the class can not be effective in stimulating the interest of the students. The atmosphere is usually static. Active participation is not encouraged and consequently the students’ innovation ability in language process is to a large extent limited. They are proved to be less flexible in solving practical communicative problems.