试从交际法的角度看高中英语课堂教学的真实性和对话性 [11]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-17编辑:黄丽樱点击率:23857
论文字数:3404论文编号:org200904171607212159语种:英语 English地区:中国价格:免费论文
关键词:authenticityconversationcommunicationEnglish classroom teaching真实性对话性交际英语课堂教学
acquaints himself/herself with the students can he/she converse and communicate with them.Secondly, the equality between teacher and students does not mean that we forsake the superiority of teachers’ knowledge, experience and techniques to those of students, but that it is this very superiority that entitles the teacher to give students encouragement. Besides, it’s known that man’s minds become more active in a free and easy-going atmosphere. Therefore, teachers should make every
effort to create a democratic casual and equal teaching ambience, contributing to students’ expressing out their thoughts. By the seemingly aimless conversation, students’ aptitude to think and communicate is completely explored.Thirdly, the way of conversing should be paid attention to. Classroom conversation can be divided into that of teacher-student and that among students. The former pattern lends the way and is important in the cooperation and development of the English classroom teaching, as “teachers should create a wide variety of meaningful and authentic situations around the textbook and teaching events with the purpose of pushing the conversation roll on. Teachers should help students through the language acquisition process to ensure the success of teacher-student interaction.” [9] While the latter can be pair work or group discussion. Students can develop their understanding and comprehension of the target knowledge on the basis of their living experiences and the knowledge they already know. If deliberately guided, this kind of conversation can facilitate learning, contribute to the performance of student’s individuality and finally promote their communicating competence. 4. The relationship between the authenticity of English classroom teaching and conversation in senior high schoolThe authenticity of English classroom teaching makes preparations for the successful classroom communication, while it is conversation that plays as a direct medium. The authentic materials and classroom activities ensure students’ participating interest, bringing into playing their initiative or enthusiasm and directly lead to the successful classroom communication. Yet all these can hardly separate themselves from conversation. The passing on of knowledge and skills has close link with conversation, either it’s between teachers and students or among students, let alone communication, which is the senior extending of classroom teaching.As a matter of fact, authenticity and conversation are of equal rank in the fulfillment of teaching goals in functional-based course (i.e., a course that is designed with Communicative Approach). They are interdependent and stimulus for each other’s performance.On the one hand, as the fundamental pattern of English classroom organization, conversation affects the implement of classroom authenticity. As in a course organized with Communication Approach, the traditional one-way and immunologic teaching style is abandoned and o
ne that targets at heightening students’ leading character becomes popular. On the other hand, authenticity acts as a background for the continuance of conversation. In functional-based classroom, there’s much uncertainty during teaching course, which is the basic difference from the traditional one. It is uncertain what to expect during the course, including students’ response details of communication etc. This uncertainty also provides a great deal of sources of conversation. No pre-existed conclusion or fixe
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