交际教学法在中学英语教学中的应用(英文)

Abstract: This paper attempts to discuss the application of communicative approach to English teaching in middle school from these aspects:  what is communicative language teaching; the current situation of English teaching in middle school; how to approach it in real situation; existing problems and how to solve existing problems. This paper puts forward that English is a kind of tool for communication, and the purpose of English teaching is to cultivate and develop students’ ability to use English properly. We conclude that although communicative language teaching has been practiced for many years, there still exist some problems, so we need to further improve it. The research is expected to give some constructive suggestion for the application of communicative approach to English teaching in middle school, and thus gain the best achievement in English teaching.

Key words: Communicative approach; English teaching; Application; Problems

摘 要：本文从目前英语教学的现状，交际教学法的特点，应用中存在的问题以及如何解决存在的问题几方面入手，试图论述如何将交际教学法恰当且有效地应用于中学英语教学中。英语是一种交际工具，英语教学的目的就是培养和发展学生使用这种交际工具的能力。虽然交际教学法已在中学英语教学中应用多年，但仍存在很多问题，需要不断地改进与提高。我们期望交际教学法能正确运用于中学英语课堂教学，达到英语教学的最佳效果。
关键词：交际教学法；英语教学; 应用; 问题；

Introduction
The communicative approach，also called functional approach or notional approach, is great in foreign language teaching around the world. The communicative approach originated from the reformation of British Traditional Teaching Methods at the end of 1960, and then had a further development in 1970; it was practiced in many colleges and developed rapidly in 1980s in China. At present, communicative approach is paid attention by many foreign language teaching scholars. People not only pay attention to whether communicative approach should be used, but also to how to use it and popularize it. In communicative approach scholars’ opinion, the purpose of language teaching is to cultivate students’ communicative ability. And the concepts about language teaching are not only concluding the language structure, but also conclude various normal sentences which usually express notion and function. The communicative approach focus on cultivating students’ language ability, adopting real and authentic language resources, advocating study English by sentence patterns with situation, encouraging students touch and use language more and more. In china, the foreign language teaching has these steps: translation-method of traditional grammar, listen-speak method of structuralism, now, it entered to a new era which focus on communication. Nine-year Compulsory Education Full-time Junior Secondary School English Teaching Syllabus was issued formally in 1992 in China, which take communicative approach principle as basic, combined with china’s current situation to give a clear regulation: the purpose of nine-year Compulsory Education Full-time Junior Secondary School English Teaching Syllabus is make students to grasp the basic English knowledge and the ability of using English, cultivate their good habits in studying, enhance the primary knowledge for future study through listening, speaking, reading, writing. “In order to guarantee the goal which depends on the teaching syllabus, it not only regulates the concepts of language basic knowledge, but also the function of grammar. However, because it was influenced by traditional English teaching methods, even more, the processing of training teacher can not sit for the changes of new situation. It’s really a topic value to discuss in how to carry out the intension of the new syllabus’s teaching principles, and how to organize a class English teaching well.  

1  The general introductions to communicative approach
Communicative approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence and which seeks to make meaningful communication and language use a focus of all classroom activities.
1.1 The definition of communicative language teaching
Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. Margie S. Berns, an expert in the field of communicative language teaching, writes in explaining Firth's view that "language is interaction; it is interpersonal activity and has a clear relationship with society. In this light, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their social roles are, why they have come together to speak)"[1] 转贴于 酷文网-论文下载中心 http://www.coolwen.net