Teaching Strategies of Oral Class Interaction [22]
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关键词:Teaching StrategiesOral Class InteractionA Survey Study on VariouscommunicationMethod
gh the learners' internal processing
mechanisms. Habit-formation techniques are not sufficient to develop the ability to
communicate in a language. Learners also need opportunities for communicative use, so
that they can integrate separate structures into a creative system for expressing meanings.
From the perspective of CLT, communicative interactions provide opportunities for
creative construction to take place in response to language input. From the skill-learning
perspective, which is more familiar in teaching, it provides opportunities for whole-task
practice. As far as oral class is concerned, on one the hand, , the teacher should realize the
importance of formal instruction at the foundation stage, provide learners opportunities to
practice their linguistic competence. One the other hand, it is more important for teachers
to create situations for learners to use language, so that learners may acquire or internalize
the language in a realistic context through using it.
Chapter Four Creating Communicative Environment
31
4.3.2 Providing Input for Acquisition
According to Krashen (1987: 20-21) successful acquisition is bound up with the
nature of the language input which the students receive. Input is a term used to mean the
language that the students read or hear. 'This input should contain language that the
students already know as well as language that they have not previously seen or heard: "i".
The input should be at a slightly higher level than the students are capable of using, but at
a level that they are capable of understanding. This is what Krashen called "it+l"
"comprehensible input", "when communication is successful, when the input is
understood and there is enough of it, i+1 will be provided automatically" (Krashen, 1987:
22). This suggests speaking fluency cannot be taught directly. "The best way, and perhaps
the only way, to teach speaking, according to this view, is simply to provide
comprehensible input" (Krashen, 1987: 22). This means we have to provide students with
enough comprehensible input to bring their second language competence to the point
where they can begin to understand language heard on the outside, read, and participate in
conversations. Krashen's input hypothesis predicts that the classroom may be an excellent
place for second language acquisitition, at least up to the "intermediate level. "The
classroom is of benefit when it is the major source of comprehensible input’,(Krashen,
1987: 58). Therefore, the value of oral class lies not only in the formal instruction, but also
in the simpler teacher talk, the comprehensible input. It can be an efficient place to
achieve at least the intermediate levels rapidly, as long as the focus of the class is on
providing input for acquisition.
4.3.3 The Role of Input
As for the role of input in language acquisition, there exist three different views: the
behaviorist, the nativist, and the interactionists' views (Rod Ellis, 1985, 1994; Patsy M.
Lightbown&Nina Spade, 1993). The behaviorist view emphasizes the importance of
linguistic environment which is treated in terms of stimuli and feedback. In this model of
learning, learner is regarded as a language-producing machine, input comprises the
language made available to the learner in the form of stimuli. Behaviorist sees the
availability of suitable stimuli as an important determining factor. Behaviorist theories
emphasize the need'to regulate the stim
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