交际法在农村中学的应用

论文摘要

随着英语课程改革的深入,交际法已经被越来越多的教师所采用。“语言教学的目的是培养交际能力”的观念在教育界已经深入人心。在中国,“农村”就是贫穷和落后的代名词。提高农村中学的英语教学对于提高整个中国的外语教学有着极为显著的重要意义。而事实上,交际法在农村英语教学的成果并不理想。由于农村特殊的条件,有很多因素制约农村教师运用交际法教学。正因为如此,我们应该更多的关注农村,研究农村。本文首先在引言中客观的交代了农村中学的现状,之后追溯了交际法理论的来源和发展,阐述了交际法的特征和原则,强势交际观与弱势交际观以及交际活动,并回顾了交际法在农村中学的不适应性。象其他的教学法一样,交际法并不完美。我们所能做的就是扬长避短,因地制宜,不盲从外国。通过问卷调查,采访,直接观察与录课等方法,笔者调查了一些农村中学在交际法应用方面存在的问题并进行数据分析。最后根据数据结果,本文从教师,学生,教学条件等方面提供了解决办法。然而,最难改变的是传统的学习方式和习惯,因此笔者建议把交际法和中国传统的教学方法结合起来,找出一条适合中国农村国情,在实践中行之有效的外语教学之路。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The current situation of rural middle schools
• 1.1.1 Large sized class
• 1.1.2 Lack of modern teaching sources
• 1.1.3 Quality levels of students and their parents
• 1.1.4 Teachers' quality level
• 1.1.5 The exam system and "New Bottles,Old Wine"
• 1.2 Rationales of the study
• 1.3 Research questions of the study
• 1.4 Significance of the study
• 1.5 Organizations of the chapters
• Chapter 2 Literature Review
• 2.1 Background of CLT
• 2.2 Characteristics of CLT
• 2.3 Two versions of CLT
• 2.4 Principles of CLT
• 2.5 Advantages and disadvantages of CLT
• 2.6 Designing Communicative Activities
• 2.6.1 Principles of Communicative Activities
• 2.6.2 Features of Communicative Activities
• 2.6.3 Evaluations of Communicative Activities
• 2.6.4 Classifications of Communicative Activities
• 2.7 Communicative Competence and Linguistic Competence
• 2.8 Incompatibility in carrying out CLT in rural schools
• 2.8.1 Incompatibility between CLT and rural teachers
• 2.8.2 Incompatibility between CLT and rural students
• 2.8.3 Incompatibility between CLT and teaching conditions in rural schools
• Chapter 3 Design of the Study
• 3.1 Purposes of the study
• 3.2 Participants of the study
• 3.3 Data Collection
• Chapter 4 Data Analysis
• 4.1 Findings and analysis of teachers' and students' general view on CLT
• 4.1.1.Data analysis of the students' general view on CLT from the questionnaire
• 4.1.2 Data analysis of teachers' basic cognition on CLT
• 4.1.2.1 Data analysis from the teachers' questionnaire
• 4.1.2.2 Three positions to implement CLT in rural middle school
• 4.1.2.3 Teachers' three attitudes toward CLT application in rural middle school
• 4.1.2.4 Three misconceptions about CLT in rural middle schools
• 4.2 Problems found in applying CLT in rural middle school
• 4.2.1 Problems found from the classroom observation and recording
• 4.2.2 Problems found from the interview
• 4.3 Solution discussions—How to apply CLT in rural middle school
• 4.3.1 Solutions relating to teachers
• 4.3.1.1 A challenge to teachers----what are good teachers' roles
• 4.3.1.2 Improving teachers' English proficiency
• 4.3.1.3 Adopting right ways to correct errors
• 4.3.2 Solutions relating to learners
• 4.3.2.1 learners' roles
• 4.3.2.2 Stimulating students' communicative motivation
• 4.3.2.3 Creation of communicative activities
• 4.3.3 Solutions relating to teaching conditions
• 4.3.3.1 Dealing effectively with a big class:
• 4.3.3.2 How to evaluate students' communicative competence----Designing a proper communicative test
• 4.3.3.3 How to improve less advanced students in a big class
• 4.3.4 Integrating CLT with Traditional Method
• 4.3.4.1 How to teach grammar in a communicative way
• 4.3.4.2 How to use native language appropriately in CLT
• 4.3.4.3 Integrating the four basic skills in CLT
• Chapter 5 Conclusion
• 5.1 Summary of the study
• 5.2 Limitation of the study
• 5.3 Recommendations for future research
• References
• Appendix Ⅰ 学生调查问卷
• Appendix Ⅱ Questionnaire for teachers
• Appendix Ⅲ Teachers' interview:
• Appendix Ⅳ Principal's interview
• Acknowledgements