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 [2]
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:23851
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
kills consciously and propose to set communicating ability as the goal of language teaching, to develop the four abilities of language and to acknowledge the inter-dependent relationship between language and communication. Furthermore despite the disparity of weak and strong Communication Approach, the former is defined as to use English for the purpose of study, and the latter to make use of English to study, the Communication Approach evokes the foreign language teaching in China. With the emphasis on “developing the communication competence. It takes into great consideration the needs of the students –what to teach is based on consideration of what the learners should most likely use to communicate in the foreign language,” [2] It’s more concerned with the use of the language to serve as the motivation of the learning, and stimulates their active participation in the learning process without losing sight of grammatical and situational facts. However, to fulfill these desirable goals, two factors in English classroom teaching in senior high school are essential: authenticity and conversation. Only these two principles are co-existing and well-integrated can an English Classroom teaching be successful. 2. The authenticity of English teaching in senior high school2.1 What is authenticity in English classroom teaching in senior high schoolCurricular reform has been one of the hottest issues in language teaching nowadays, and one of the main purposes of this reform is “to transform the current situation which overemphasizes complicated, difficult, and outdated book knowledge into one which closely connects the curricular with students’ life and modern social scientific development.” [3] Either from the perspective of Communicative Approach or that of curricular reform, this provides the origins of authenticity. Moreover, with the further development of foreign language teaching, authenticity has been paid more and more attention to. It has gone far beyond the scope of textbooks. Authenticity is “not an abstract or absolute notion and takes into consideration the teaching materials, classroom activities and teaching environment as well as the social and cultural context.” [4] In English classroom teaching with Communicative Approach, the authenticity of the teaching materials and classroom activities outstand amid all. As in the case of the authenticity of teaching materials, Morrow thought, “An authentic text is stretch of real language, produced by a real speaker or writer for a large audience and designed to convey a real message of some sort. [5] While traditional texts are loyal followers of the examination and cannot stimulate student’ learning motivation. Comparatively speaking, they are inauthentic, and “a rule of thumb for authentic here is any material which has not been specifically produced for the purposes of language teaching”. [6] The authenticity of classroom activities means that teachers should not design activities simply centered on the teaching goals, but closely connected with living situations. To be more exact, teachers should bear in mind how to take full advantage of the authentic materials to design authentic classroom activities, with the purpose of improving students’ language communicating competence. 2.2 The importance of authenticity of English teaching in senior high schoolAs we know, the main purpose of Communicative approach is to develop students’ communicating abilities and the use of language and this
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