Teaching Strategies of Oral Class Interaction [39]
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:64312
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
is only one of the those participants. The main role of him is
a facilitator pf the learners. What he needs to do is offer learneis help when they meet
some difficulty, and give learners encouragement to involve them in interaction.
CHAPTER sEVEN
Conclusion
The present thesis has explored the major approaches which have influenced the
English language teaching (ELT) in China and some of their theoretical basis. Through the
analysis of the content of language teaching in oral class, we find that communicative
language teaching may be suitable to be applied in oral class teaching. Since the features
of communicative language teaching match the objectives of oral class teaching. Taken
the reality and environment of the ELT in China into consideration, it is easy to come to
the conclusion that at the foundation stage of oral class for English majors both "learn to
use English" and "use English to learn" can be adopted in oral class. In China, English
language teaching is mainly carried out in the classroom. To a certain degree, teacher's
instruction still has a position. However, this does not mean the teacher has the role of
class interaction controller as before. Communicative language teaching highlights the
importance of the teacher being a classroom interaction manager and facilitator. Therefore,
in oral class, it is the teacher's main responsibility to try every effort to "seek out every
opportunity to increase involvement and maximize the quality and quantity of the
interaction"困olaso&Arthur, 1988: 104).
To train students' communicative competence, the teacher, on the one hand, should
create a communicative environment, provide learners sufficient input. On the other hand,
from the perspective of psycholinguistics, to create a safe, relaxed and pleasant
atmosphere is also vitally important. In such an environment, the students are encouraged
to participate in communication actively. This. is conducive to learners' output which in
turn provides enough input for their peers. Safe, relaxed classroom setting plus teacher's
positive feedback will surely motivate learners greatly. Language learning and teaching
"ought to be a positive, enjoyable experience, the effective of which will encourage
students to want to learn" (Orlich, 1990: 215). Generally, highly motivated learners are
more self-confident and are 'more likely to engage in interaction. This will no doubt
promote learning.
Effective and successful language teaching and learning lies not only in a
Teaching Strategies of Oral Class Interaction
communicative and productive classroom setting, but also in the realization of
communicative activities. It is through various activities that learners learn to use English
appropriately. It is also through these activities that learners use English to Learn.
Allwright (1984) demonstrates the importance of interaction in classroom language
learning as the joint management of learning. In oral class interaction, the teacher does not
simply act as teacher, and learners simply as Learners, because both of them are managers
of learning. For the teacher, his or her main duty is to organize and plan suitable activities
to ensure the interaction going. While in interaction, he needs to help the learners and
offer them positive feedback. Students' communicative competence comes from
consequent negotiation of meaning. Therefore, the teacher should try to supply students
with more opportunitie
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