背诵法与交际的结合在口语中的运用 [8]
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:20503
论文字数:5993论文编号:org200904171643413863语种:英语 English地区:中国价格:免费论文
关键词:口语背诵法交际法oral Englishrecitationcommunicative approach
to carry out. Teachers only act as controller, organizer, prompter, participant and resource-provider and so on. Teachers should not correct mistakes as soon as they are made, or evaluate how students should do the activity during the process. Even though in the final evaluation as the activity finishes, the assessment
should be based on whether the students have achieved their communicative purpose, not on whether the language they used was correct.4.2 Task-based approachTask-based approach is the development of communicative approach. It sets up concrete tasks as learning motive and regards task-completion process as learning process.[17] Without assigned tasks, students may feel nothing to say. One of the common ways of speaking practice is topic-based activities. This is the application of what you have memorized in speaking of real use. Having finished the reciting program, students have a large reservoir of expressions at their disposal. So when required to comment on certain topics they can do it with more skills and facility. Further, when students have the ability to present their opinions solely, the monologue of topic presentation may evolve into group discussion which again, prompts students to put their store of treasure into use. Discussion means to engage in a verbal interchange and to express thoughts on particular subjects. It is a higher cognitive level of recitation in which teachers ask a series of low-level or factual questions aimed at checking how well they understand a particular idea or concept. Discussion is a situation in which teachers employ questions to stimulate discussions and students share ideas and opinions. Take picture sequence for an example. Students are divided into three groups, each group is given a picture, a table and the logical sequence of a story respectively. Students in each group discuss the content, define the sequence of story, and use pictures to place the order. Then students check whether the order is right by listening. At last, students take turns to retell the story according to the pictures. This example of discussion is teachers lead students to retell the story by looking at the sequence of pictures. By this means students get the chance to practice English and develop their logical thinking because every one of them has to take what others say into consideration. Then communicative purpose has been achieved. Another form good for developing communicative capacity is dialogue. It is the commonest way of communication. Many designed dialogues provide models for conversation. By reciting those dialogues, students know how English conversation is produced. Teachers define a topic and a situation, two or more students say what they think within the topic range in the frame of given dialogue. Dialogue is not eloquen
t words on the part of one side, but an interaction among at least two people involved. You should not only know “How’s life been treating you?” but also can answer “Can’t complain.” Or when asked how goes it? you should know the answer same old, same old. Sometimes you can not follow what you have heard, then information gap arising, the desire and need of communication aroused, you can say more to elicit others further explanation in order to achieve mutual understanding. (11) A: We’ve been working here a long time, right?B: Yeah. So?A: Well, we both know this business inside out, true?B: I guess so. What are you driving at?A: Ok, get this. I’m thinking of open
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