Teaching Strategies of Oral Class Interaction [20]
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关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
nts, too. Once students'
interests are aroused, they take an active part in the activities.
4.2.2 Information Gap
The concept of information gap seems to be one of the most fundamental in the whole
Teaching Strategies of Oral Class Interaction
area of communicative language teaching. Any exercise or procedure which claims to
engage the students in communication should be considered in the light of it, and one of
the main jobs for the teacher is to create situations where information gaps exist and
motivate the students to bridge them in appropriate ways. In real life, communication
takes place between two or more people, one of whom knows something that is unknown
to俪others. The purpose of communication is to bridge this information gap, such as the
following example.
A: Excuse me。
B:yes?
A: Do you have a watch?
B: Yes,…but why?
A: I wonder if you could tell me what the time is?
B: Certainly. It's three o'clock.
A: Thank, you,
B: Don't mention it.
(qtd in Harmer, 1992: 48)
in this case, B has information that A does not have (the time) and A wants the
information. In other words, there is a gap between the two, and the conversation helps to
close the gap so that now both speakers have the same information. They reach balance of
information through the conversation. "In classroom terms, an information gap exercise
means that one student must be in a position to tell another something that the second
student does not already know" (Johnson&Morrow, 1981:62}. Cherry says information
"can be received only when there is doubt" (1957: 168). We can only be said to be
conveying a piece of information to someone if he does not yet know it, if the hearer
knows in advance that the speaker will inevitably produce a particular utterance in a
particular content, then it is obvious that the utterance will give him no information when
it occurs. Thus no communication will take place. The attempts of creating information
gap take many forms, most of them operate by providing information to some and
withholding it from others, such as completing diagrams by students asking for
infozmation. In the classroom, the teacher needs to create activities containing information
gap so as to encourage real communication. Activities•should be designed to have
information gap between students and to ensure life-Iike communication to some extent.
Four
Communicative Environment
29
4.3 Encouraging Students' Acquisition
4.3.1 Learning and Acquisition
The distinction between acquisition and learning is one
proposed by Stephen Krashen (1981,1985,1987). It is perhaps the
of the five hypotheses
most fundamental of all
the five hypotheses. According to this hypothesis, adults have two distinct and
independent ways of developing competence in a second language. One way is language
acquisition and the other is language learning (1987: 10). Krashen characterized the
former as subconscious process, which results in the knowledge of a language whereas the
latter results only in knowing about the language.
The suggestion Krashen made is that second or foreign language learning needs to be
more Like the child's acquisition of its native language. Children are never consciously
taught, nor do they consciously set out to learn it. Instead, they hear and experience a
considerable amount of the language in situations where they are involved in
communicating with an adult usually a parent. Their gradual abilit
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