Teaching Strategies of Oral Class Interaction [18]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-16编辑:黄丽樱点击率:64330
论文字数:24157论文编号:org200904162137476813语种:英语 English地区:中国价格:免费论文
关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
their
purposes. They cooperate with the teacher in making freer practice sessions a success, by
consciously trying to use the target language to perform the tasks set. Learners usually
contribute to the development of a good classroom atmosphere by encouraging, and being
willing to learn from each other. "Learners learn to see that failed communication is a joint
responsibility and not the fault of speaker or listener. Similarly, successful communication
is an accomplishment jointly achieved and acknowledged" (Richards&Rodgers, 1986:
77). The roles of teacher and learner imply that communication is negotiation of meaning.
Learners should learn in the process of negotiation both with the teacher and with their
classmates. Thus, to create a communicative environment to a large extent depends on the
teacher's organizing of classroom activities and learners' participating.
4.2 Creating a Realistic Communication Environment
Communicative Language Teaching aims to make communicative competence the
goal of language teaching. One of its communication principles requires that activities that
involve real communication promote learning (Richards&Rodgers, 1986: 72).} In oral
class, it is the teacher's major responsibility to create a realistic setting to help students'
learning. Canale and Swain make it clear that "with respect to teaching methodology, it is
crucial that classroom activities reflect, in the most optimally direct manner, those
communicative activities that the learner is most likely to engage in" (1980: 33). In
Littlewood's (1981) words, the teacher must help learners to use linguistic structures to
their communicative functions in real situation and real time. "For the teachin幼earning
Teaching Strategies of Oral Class Interaction
process to be successful, the language material used should be as realistic as possible".
(Van Els et al., 1984: 275). Nedel&Liu Runqing (1995: 289) sug,est that to help learning,
the classroom should emph size learning activities that:
i} involve communicatic i as real as possible-i.e. that involves ;ommunicating about
something the learner dog } not know and is genuinely interested in.
ii) involve meanin叻1 t sks that require the learners to Do things } kith the language: for
example, identify loci cons on maps/reach specific conclusion/: iccessfully pass on
instructions/find out an} give information.
iii) involve useful lay sage -i.e. the language that learners might ne .d to use outside the
classroom; based aro} , ad topics and situations that are useful, releva t and interesting to
them.
In China, Englistx is learnt as a foreign language, it is in mos cases impossible for
students to acquire E; }glish in natural settings.Classroom is the main setting for learning a
foreign language. hus, to make every effort to create a real stic communication
environment in c1; } asroom is fatally helpful to promote learning. } R. ;alistic environment
relates to authentic materials and information gap.
4.2.1 Using, t}uthentic Materials
It has to 1}4 made clear that in China, every course has its corn }pondent textbook.
According to the objectives and syllabus, different textbooks may play their various roles
in English lah}ttage teaching. However, one thing which has to be paid attention to is that
the choice of}textbooks is generally not the teacher's responsibility. E ery course has its
given textbo冰offered to English majors. These textbooks are often c.
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