Teaching Strategies of Oral Class Interaction [15]
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关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
ts and those that
clearly interfere with communication. These errors can then be dealt with, via more
controlled practice in a subsequent class. So in oral class, fluency should be paid more
attention to than accuracy, but the errors made commonly should not be lost sight of either.
3.2.2柳propriateness of Language Use
Many ' linguists such as Hymes, Canale and Swain have
the
appropriateness of language use form the angle of sociolinguistics. Widdowson (1978: 1)
states that the ability to produce correct sentence is elementary in foreign language
learning, but knowing a language is more than how to
speak, read and write
sentences. I;,earners also need know how sentences are used to achieve communicative
effect, how to use sentences appropriately to achieve a conununicative purpose. dust as the
writer pointgd out in Chapter Two, the appropriate use of language is strongly connected
with culture and pragmatic use, with context and situations. To a certain degree, in oral
communic禅on, inappropriateness of grammar may be forgiven, but inappropriateness
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Chapter Three , Communicative
in Oral Class Interaction
21
connected with cultural "are often worse than linguistic ones and tend to create ill-feeling
between native speakers and Chinese speakers of English" (Hu Wenzhong, 1988: 11).
Mastery of a foreign language requires more than the use of utterances that express
prepositional meanings. The form of utterances must take into account the relationship
between speaker and hearer, the setting and circumstances in which the act of
communication is taking place, and the cultural differences that may cause inappropriate
use of language both in forms and meaning. What's your name? is a conventional
utterance, but it is not an appropriate way of asking the identity of a telephone caller. In
this case, May 1 know who is calling? is considered more appropriate. Communicative
competence includes the knowledge of different communicative strategies based on the
situation, the task and the roles of the participgi}lts. The choice of ari appro州ate strategy
for performing communication depends on such factors as the age, sex, familiarity and
roles of speaker and hearer. So, to train students communicative commence,哪ch
attention has to be paid to the appropriate use of language.
3.2.3 Non-verbal Communication
In broad terms, non-verbal communication covers three areas: time language
(temporal language or temporal behavior), space language (spatial language or spatial
behavior) and body language (body movement or kinetics). The study of body language
has received much attention. Body language typically includes gestures, body movements,
facial expressions, eye behavior and posture. Oral communication is often accompanied
妙means of non-verbal behavior especially body language. "Body language is not
confined to hand or arm gestures. It covers a much large area, referring to any little
movement of any part of the body" (He in Hu Wenzhong, 1988: 149). Non-verbal
communication reflects cultural divergence. "It is part of the culture that is covert, implicit,
hidden," and "can be used to reinforce, repeat, complement, replace or even contradict
verbal behavior" (163). In face to face communication, the back of information is sent and
received through non-verbal channels.
Some scholars suggest two other areas: voice modulation a
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