Teaching Strategies of Oral Class Interaction [10]
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关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
adlines, advertisement, editorials, sport pages, even weather report.
3. The culture corner. The teacher maintains a classroom ambiance伍at is essentially a
cultural corner through the use of posters, pictures, a frequently changing bulletin board,
all of which are designed with the purpose of attracting students' attention, eliciting
questions and comments.
4. Films, video and slides. Film, video and slides provide cultural insights as well as
providing a welcome variety of classroom activities. These films, video and slides the
teacher collected can be worked into short, first hand cultural presentations.
5. Contact with native speaker. Teachers should encourage students to develop
personal contacts with native English speakers. In the face-to-face contacts with native
speakers, the students may learn much about verbal expressions of English-speaking
people as well as non-verbal communication method, such as gestures, facial expressions,
etc.
14
Teaching Strategies of Oral Class
2.4 Stress on Pragmatic Language Use
Pragmatics ylays an more and more important role in the present teaching and
learning of Engli, h. It concerns how to use language properly Pragmatics is a system of
rules which defin};s the relationship of meaning to the context in which it occurs, that is, it
matches functions with particular language choice in particular context. Thomas defines it
as "the use of language in a goal-oriented speech situation in、rhich S (the speaker) is
using language in order to produce a paaycular effect in the mind of I} (the hearer)" (1983:
92). Leech (19$3) suggests that semantic= and pragmatic distinction can be equated, at least
in part, with the distinction betwee"sentence meaning" :.lnd "speaker meaning".
c}tion occurs when other食lan the intended messar.e is understood, or when
mi.}}rnatch between the spe战cr's intention
and the;Bearer's interpretation, or
simply, when the goal is not achieved.咦filler (1974) says `imost of our misunderstandings
of other people are not due to an}r inability to hear them or to parse their sentence or to
understand their words.... A far }}ore fir-,portant source of dif}l=-;ulty in communication is
that we so often fail to understrnd a slxeaker's intention" (cit d in Thomas, 1983: 90).
Miscommunication or misunde} }}tandiny is in fact a kind, of p} agmatic failure, which is
mainly caused by the different ways of thinking, rules of spearing, social values, lexical
connotations of different cultu ;s. Co}ceined with the goal of c} ral class at the foundation
stage for English majors, the f nphasis should be put on the di$-:rences from the aspect of
greetings and farewells, way of address, compliments and praise, respect and humility,
etc.
CHAPTER THREE
Communicative Approach in Oral Class Interaction
六
In Chapter Two, we have talked about the goal of English Language Teaching and
explored the content of English language teaching in oral class. It is evident that based on
the goal and content of oral class teaching at the foundation stage, the aims of
Communicative Approach will meet the requirement to train learners' language usage and
language use, in Hymes' - words, to train learners' communicative competence. So it is
possible and feasible to make communicative approach a guidance to呼teaching of
speaking on methodological and
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