高中英语教学中传统教学法与交际教学法相结合的调查研究

论文摘要

长期以来,在中国传统的高中英语教学中,以教师为中心、以课本为中心的课堂教学方法、语法翻译法、听说法和强记学习法一直处于主导地位。然而,这些传统的教学方法所带来的结果是:经过多年的英语学习,学生不能用英语进行交流。随着中国的经济的飞速发展和进一步的对外开放,传统的英语教学方法己经远远地不能满足学生的要求及我国经济发展的需要。但同时旨在培养学生交际能力且在西方国家行之有效的交际教学法,自从二十世纪九十年代进入我国以来,它的使用和推广却没有取得预想的效果。中国的学生对交际教学法有着强烈的抵触,我国长期运用的传统教育教学的方式、方法及所表现出来的一些特征,对我国中学英语教学所造成的影响,揭示了我国中学生学习英语的许多缺陷其实都源于中国传统的哲学文化观念和教育教学观念。为了探究较为适合中国中学生学习英语的方法,本文运用问卷调查的形式对抚顺市的三所高中(清原高中、新宾中学和抚顺二中)的学生和教师就英语课堂教学状况进行了调查,咨询,通过分析、总结调查问卷,发现影响交际教学法在我国特定的教学环境中有效实施的五个主要弊端:教师英语的流利程度;高考的“指挥棒”作用;班级过大;传统习惯;学习动机。因此作者提出了目前适合我国中学生学习英语的方法,就是把传统的英语教学法和现代交际教学法结合起来,相互融合,取长补短。并列举了一些作者自己在教学实践中使用的,行之有效的教学方法,即:使用综合了交际教学法、语法教学法和听说法三种教学法特点的3P课堂教学模式,减少课堂教师用语以便学生有更多的时间练习、交流,充分利用课堂小组活动开展合作学习和任务型交际活动,并通过对学生的调查、访问,证明了这些措施的确有助于学生改进传统的英语学习方法、激发他们学习英语的兴趣、提高他们的交际能力。

论文目录

• 摘要
• Abstract
• Acknowledgement
• Chapter One Introduction
• 1.1 Background and Significance of the Present Study
• 1.2 Research Questions of the Present Study
• Chapter Two Literature Review
• 2.1 The Traditional Approaches
• 2.1.1 The Grammar Translation Method
• 2.1.2 The Audio-Lingual Method
• 2.2 General Principles and Theories of Communicative Approaches
• 2.3 Differences between Communicative Approaches and Traditional Approaches
• 2.4 Features of China’s English Teaching
• 2.4.1 Concentration on Intensive Reading as a Basis for Language Study
• 2.4.2 Use of Memorization and Rote Learning as a Basic Acquisition Technique
• 2.4.3 Meticulous Emphasis on Linguistic Details and a Corresponding Lack of Attention to Communicative Skill
• 2.4.4 Use of Translation as Both a Teaching and a Learning Strategy
• 2.4.5 Teacher's Authority and Students' Passive Role
• 2.5 Reasons for the Features of China's English Teaching
• Chapter Three The Present Situation of English Teaching Approaches in EFL Classrooms
• 3.1 Method of Investigation
• 3.1.1 Subjects
• 3.1.2 Questionnaire
• 3.1.3 Data Analysis
• 3.2 Critical Analysis of Teachers’and Students’Responses to Questionnaires
• 3.3 The Challenges in Applying Communicative Approaches in Chinese Educational Context
• 3.3.1 Non-Native Teachers with a Lack of English Proficiency
• 3.3.2 National Examination
• 3.3.3 Large Class Sizes
• 3.3.4 Traditional Practices
• 3.3.5 Motivation
• Chapter Four Integrating Traditional Approaches and Communicative Approaches
• 4.1 Reasons for Integrating Traditional Approaches and Communicative Approaches
• 4.2 Measures of Integrating Traditional Approaches and Communicative Approaches
• 4.2.1 Using the PPP Framework
• 4.2.1.1 The PPP Framework
• 4.2.1.2 The Presentation Stage
• 4.2.1.3 The Practice Phase
• 4.2.1.4 The Production Phase
• 4.2.2 Reducing the Amount of English Teacher Talk in EFL Classroom
• 4.2.2.1 Teacher Talk
• 4.2.2.2 Balance Teacher-talking Time and Student-talking time
• 4.2.2.3 Using Consistent Language
• 4.2.2.4 Asking proper Questions and Giving Suitable Feedback
• 4.2.3 Making the Best Use of Pair Work and Group Work
• 4.2.3.1 Introducing Pair and Group Work into Traditional Classrooms
• 4.2.3.2 Responsibility within Groups
• 4.2.3.3 Control the Use of Chinese in Group Work
• 4.2.3.4 Monitoring Pair and Group Work
• 4.3 Students’Comments on Teaching and Learning in EFL Classrooms
• 4.3.1 Interview
• 4.3.2 Analysis of Students’Comments
• Chapter Five Conclusions and Recommendations
• 5.1 Conclusions
• 5.2 Recommendations for English Teachers
• 5.3 Limitations
• References
• Appendix A Questionnaire
• Appendix B Questionnaire