The-communicative-approach---交际教学法

Thecommunicativeapproach交际教学法ApplicationofcommunicativeapproachinEnglishteaching交际教学法在英语教学中的应用1.Thecreationofauthenticsituations创建真实的情况Thecurrentteachingmethodsdon’temphasizetherealworldsituationandfailtocultivatestudents’spontaneity.Artificialconventionsandmechanicalquestion-and-answersequencesfallshortoftheflexible,spontaneouskindofcommunicativeinteractionrequiredforperformingataskwiththecontextofsituationrelevanttotherealworld.Suchclassroomteachingforceslearnerstotalkaboutthingsthatarenotoftheirownchoosingandnotbasedontheiractualneeds.Instead,theyareprovidedwitharigidsetofguidedstructuresinisolation.Taughtinthisway,thelearnersfrequentlyfailwhentheyarefacedwiththereadtoproducethelanguagerelatedtoaspecificsituation.Simulationtechniquesseemtobeabetteralternative,astheyseektoplacelearnersinasituationwheretheyareaskedtotakeondifferentrolesandtoaccomplishtheirspecifictasks,includingproblemsolving.Theyofferanopportunityforthelearnerstopracticeusingthelanguageintherightplaceattherighttimeandasappropriatelyaspossible.Themostobviousadvantageofthesekindtechniquesisthatitputsthelearnersinrealisticsituations.Bysimulatingthephysicalcircumstancesofcertainsituations,thestudentscanhavetheopportunitytouseandtopracticethesortoflanguage,particularlythevocabularyrelatedtothatsituation,sothatlearnersarerehearsedforreallife.Inaddition,theycanexpresswhattheywanttosaywheneverthesituationcallsforit.Theteacherprovidesthebestconditionsforlearningthroughcreatingtherealistsituation.目前的教学方法不强调真实的世界形势,无法培养学生的自发性。人工约定和机械问答序列缺乏灵活的、自发的交际互动执行所需任务的上下文有关现实世界的情况。这样的课堂教学力量学习者谈论的事情不是他们自己的选择,而不是根据自己的实际需要。相反,它们提供了一套严格的引导结构隔离。以这种方式教,学习者常常失败时面对阅读产生语言相关的具体情况。仿真技术似乎是一个更好的选择,因为他们寻求地方学习者的情况他们被要求承担不同的角色,完成特定的任务,包括解决问题的能力。他们为学习者提供了一个机会来练习使用语言在正确的时间在正确的位置,尽可能合理。这类技术的最明显的优势是,它把学习者在现实的情况下。通过模拟的物理环境的某些情况下,学生可以有机会使用和练习的那种语言,特别是词汇相关情况,以便学习者是现实生活的排练。此外,他们可以随时表达他们想说什么情况需要它。老师通过创建现实主义提供了最好的学习条件情况。2.Students-centeredclass质量类Thefocusofclassroomshouldbeshiftedfromtheteachertostudents.ThepresentteachinginChina,however,isjusttheopposite;theclassisjustmainlyteacher-centered.Theteacherdoesmostthetalkingandalwayshasthewholeclassunderhisstrictcontrolbylecturing,questioning,correctingstudentsandoftensupplyingcorrectanswerstotheexercises.Insuchaclass,theteacherisobviouslythemostauthoritativeperson.Studentsalwaysactaccordingtowhattheteacherwantsthemtoaccomplishputnotwhattheythemselveswanttoaccomplish.Suchkindofteachers’role,infact,encouragesthestudentstodependtoomuchonteacherswithoutthinkingindependently.Soitappearsthatsometimes,evenifthestudentshaveunderstoodthetexttheyarereading,theydonothavethecouragetospeakoutwhencalledupon,forfearthattheymaynotberight.Asaresult,thelong-termpracticeofteacher-centerednessineducationhasactuallylessenedtheopportunitiesforthestudentstoanalyzeandjudgethingsforthemselves,andithaspossiblyencouragedthestudents’lazinessinthinking.Givinguptheirnaturalinstinctsforactivethinking,theymayspendmostoftheirtimecopyingfromtheblackboard,followingtheteacher’stalkandtakingthenote.Toomuchofthiswillharmthestudents’initiativesandreducetheirenthusiasminstudy.Theclassshouldbelearners-centered.“Communicativeapproachmakeslearnerstobethemselvesandrequirestheclassroominstructortoplayasecondaryrole,tryingtokeepfocusonthestudentsnotonhimandencouragingstudentstocommunicateamongthemselves.”(Widdowson1994:36)Theteacherisexpectedto“leadfrombehind”(Widdowson81994:44),i.e.,toactmoreasadviserandtoparticipateintheinteractionsifpossible.Theteachershouldallowfullscopeforhisstudents’spontaneouslearningprocessandgivemoreopportunitiesforthestudentstotalk,performandexpresstheirownideas.Inthisway,thestudentswillnolongerfeelinferior.Gradually,theywillformapositiveattitudetowardEnglishstudying.Theproposedteachers’roleintheclassroomissignificantnotonlyforclassroommethodologicalreasons,butalso,asweshallsee,foritseffectonhumanrelationshipsinclassroom.Thisrelationshipwillcontributefavorablytoeffectivelearning.Theroleandrelationshipbetweentheteacherandstudentsarefixedbythestudents-centeredprinciple.Itistosaythatthestudentsarethemainpartincommunication,whiletheteacherhelpsthestudentstocommunicate.Theteachercanplayseveralrolesintheclass:hedirectstheclassactivities,designsthesceneofcommunication,andalsoheisaconsultant------guidingthecommunicationandsolvingtheproblemsincommunication.Atthesametime,theteachershouldbeapartnerofcommunication------hetakespartinthestudents’communication.Ofcourse,thestudentsshouldthrowthemselvesintocommunicationactively.Theycanlearnthetargetlanguagethroughcommunication,andimprovetheirlisteningandspeakingabilitythroughcommunication.Thesetwopiecesofprinciple,ofcourse,willnotsolvealltheproblems,forcommunicationteachingdoesnotonlyinvolvemethodsandtechniquesbutalsomaterialdevelopment,testing,classorganizationandpossiblytheretrainingofthestaff.Thesebigissueshavetobedealtwithifagenuinecommunicativeapproachistobefollowed.“Thecommunicativeapproachisaneffectiveteachingmethod”(Littlewood1991:126),whichhelpsgaugeenvironment,itrequiresthestudentstocommunicateeachotherinthelanguage