一项有关交际教学法在大学英语教学中实施情况的调查与研究

论文摘要

自20世纪80年代初传入中国,交际教学法就得到了许多的研究者和教师的青睐,并把它看作是一种有效的、具有创新性的英语教学方法。实施交际教学法的最终目的是通过有意义的交际活动提高学生的英语交际能力。然而,由于阻碍和制约,许多中国英语教师发现很难将交际法完全地运用到英语教学中。本文对中国大学师生对交际教学法的认识和态度进行了调查研究。来自华东交通大学和南昌工程学院的15名英语教师和189名学生参与了本研究。本调查研究采用了问卷和半结构化访谈。通过数据收集和分析,本文调查了交际教学法在中国英语课堂中所遇到的阻碍和困难。本研究也就问卷中一些选项分析了老师和学生对交际教学法的相同和不同看法。同时,本研究也尝试探究了如何在中国有效地应用交际教学法以提高学生的交际水平。本文主要的研究结果表明:(1)教师对交际教学法持肯定的态度,并对其理论表示赞同;(2)学生对交际教学法持积极的态度,但是他们更习惯交际活动和非交际活动相结合;(3)老师和学生的认知存在相同点与不同点,他们在语言流利性、小组合作、师生角色和语法讲解问题上取得了很大一致,而在纠错问题上存在分歧;(4)虽然老师和学生对交际教学法持积极的态度,但是在实施的过程中,他们还是受到了很多因素的制约。基于上述研究结果,本文对中国大学英语教学提出了相应的建议。(1)完善现有的考试制度;(2)充分利用各种资源;(3)为老师提供更多有效的关于交际教学法的培训;(4)减少班级人数,为语言的真实应用创造更多机会;(5)交际教学法应与现有的教学方法相结合,从而促进英语教学和提高学生的交际能力。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Research background
• 1.2 Significance and purposes of the study
• 1.3 Overall structure of the study
• Chapter Two Literature review
• 2.1 Definitions of Key Terms
• 2.1.1 Definition of CLT
• 2.1.2 Definition of Communicative Competence
• 2.2 A Historical Overview of CLT
• 2.2.1 Background of CLT
• 2.2.2 Theoretical bases of CLT
• 2.3 Major Features of CLT
• 2.4 Relevant studies on CLT in the West
• 2.5 Relevant studies on CLT in China
• 2.6 Research questions of the study
• Chapter Three Research Methodology
• 3.1 Subjects
• 3.1.1 Survey subjects
• 3.1.2 Interview subjects
• 3.2 Instruments
• 3.2.1 Teachers’questionnaire
• 3.2.2 Students’questionnaire
• 3.2.3 Interview
• 3.3 Data Collection and Analysis
• Chapter Four Result and Discussion
• 4.1 What are college English teachers’perceptions of CLT in this study?
• 4.2 What are college students’perceptions of CLT in this study?
• 4.3 What are the similarities and differences between teachers’perceptions and students’perceptions?
• 4.3.1 Grammar accuracy or fluency
• 4.3.2 Role of group work
• 4.3.3 Roles of teachers and students
• 4.3.4 Role of grammar explanation
• 4.3.5 Error correction
• 4.4 What are the constraints that prevent a successful application of CLT?
• 4.4.1 Grammar-vocabulary-based examination system
• 4.4.2 Low level of students’English proficiency and communicative competence
• 4.4.3 Teacher training
• 4.4.4 Introverted and passive characters of Chinese students
• 4.4.5 Lack of opportunities to communicate in English outside the classroom （EFL context）
• 4.4.6 Traditional teaching and learning style
• 4.4.7 Limited class time and big class size
• Chapter Five Conclusion and Implications
• 5.1 Summary of the findings
• 5.2 Implications for English teaching and learning
• 5.2.1 Modifying current examination system
• 5.2.2 Making use of authentic materials
• 5.2.3 Providing more practical and effective in-service trainings for English teachers
• 5.2.4 Reducing class size
• 5.2.5 Creating more opportunities for real English practice
• 5.2.6 Integrating CLT with traditional methods
• 5.3 Limitation of the study and suggestions for future research
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Acknowledgements
• Pulications