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语法翻译法与交际教学法在英语教学实践中的综合运用

作　者: 齐凤梅
导　师: 王新博
学　校: 中国石油大学
专　业: 英语语言文学
关键词: 语法翻译法交际教学法多媒体辅助教学课堂教学模式
分类号: H319.3
类　型: 硕士论文
年　份: 2009年
下　载: 743次
引　用: 1次
阅　读: 论文下载

内容摘要

中国英语教学在过去的30年里取得了稳步的发展。但是,英语教学现状仍然不为乐观,也不能满足我们国家政治和经济发展的需要。大部分的中学毕业生在完成了900个学时的英语学习之后,仍然觉得用英语交流很困难。这种现状说明以教师为主,课本为中心的语法翻译法,听说法等传统的英语教学方法已远远不能满足目前的需要。同时整个世界的英语教学在理论和实践上都有了显著的发展,人们普遍达成了共识——学习英语是为了有目的交际。因此,交际法开始在很多国家实施,中国也步入其中行列。笔者在分析了中国英语教师在用交际法进行教学过程中面临的许多障碍后,提出把交际法和传统语法教学结合起来。接着设计了两个课堂教学模式——阅读课堂模式和听力课堂模式,辅助于现代多媒体教学手段,力图在这两个模式中融合传统英语教学与交际英语教学的优点,培养学生听、说、读、写的综合能力。文章在结论中指出,在中国这个大环境中,英语教师在注重传统教学的强项时,也应充分利用交际语言教学的优点。除了介绍和结论部分,论文正文共分4章:介绍部分简要分析了目前我国英语教学现状,并介绍了英语交际教学法的背景和本文的写作目的。第一章进一步分析了目前我国英语教学现状以及交际教学法在应用过程中遇到的障碍。第二章对两种教学法—交际法和语法翻译法的理论作了介绍,揭示了这两种教学法的理论依据,对比了他们的基本特点及其教学目标,为第三章的教学模式设计提供理论支持。在第三章中,作者设计了阅读课堂教学与听力课堂教学两种模式,即包含了以交际教学法为基础的策略,又有以语法翻译法为基础的教学策略,扬长避短,取其所长。第四章分析讨论两个模式的问题与不足。在结论中,笔者指出:在中国这样一个大环境下,传统英语教学法不能丢。它与交际教学法相结合,借助于现代高科技多媒体技术,能够创造出适合中国课堂的英语课堂模式。

全文目录

Abstract  4-6
摘要  6-10
Introduction  10-13
Chapter 1 The Current Situation of English Teaching in China  13-30
  1.1 Status quo about Teaching English in China  13-22
    1.1.1 Teachers’Different Roles and Students’Initiative and Enthusiasm  14-15
    1.1.2 Fluency, not Just Accuracy  15-16
    1.1.3 Use of Target Language and First Language  16-18
    1.1.4 Adoption of Multimedia  18-20
    1.1.5 Weaknesses of Present Use of English Textbooks  20-22
  1.2 Present Situation of English Teaching Approaches in English Classroom  22-25
    1.2.1 Adoption of Grammar-Translation Method  22-23
    1.2.2 Adoption of Task-Based Approach  23-25
  1.3 Obstacles in Applying Communicative Language Teaching in China  25-30
    1.3.1 Current Educational Situation and its Effect on English Teaching  25
    1.3.2 Lack of Qualified English Teachers  25-26
    1.3.3 Lack of Oral Test in National Examination and College English Test (Band4)  26-27
    1.3.4 Lack of Authentic Materials and Equipment  27-28
    1.3.5 Large Class Size  28
    1.3.6 Inherent Weakness of Communicative Language Teaching  28-30
Chapter 2 Analysis of Approaches and Methods Prevailing in Present Classroom Teaching  30-44
  2.1 Grammar-Translation Method  30-33
    2.1.1 Introduction of Grammar-Translation Method  30-31
    2.1.2 Advantages of Grammar-Translation Method  31-33
  2.2 Communicative Teaching Approach  33-38
    2.2.1 Introduction of Communicative Teaching Approach  34
    2.2.2 The Communicative Competence  34-37
    2.2.3 Developing Fluency  37
    2.2.4 Two False Notions about the Nature of Communication  37-38
  2.3 Approaches in Teaching Reading  38-40
    2.3.1 Bottom-up Approach  38-39
    2.3.2 Top-down Approach  39
    2.3.3 Interactive Approach  39-40
    2.3.4 Schemata Theory  40
  2.4 Applying CAI in Language Teaching  40-44
Chapter 3 Models of Classroom-Based Teaching on Integrated Reading  44-64
  3.1 Teaching Reading in English Classroom  45-53
    3.1.1 Three Stages of Reading (Pre-reading, While-reading, and Post-reading)  45
    3.1.2 Pedagogic Skills or Strategies  45-47
    3.1.3 Applying Annotation to Reading Comprehension  47-52
    3.1.4 What Teachers Should Do in Reading Class  52
    3.1.5 Discussions  52-53
  3.2 Teaching Listening in English Classroom  53-57
    3.2.1 Potential Obstacles in Listening  53
    3.2.2 Teaching Procedures  53-55
    3.2.3 The While-Listening Stage  55-57
    3.2.4 The Post-Listening Stage  57
  3.3 Turning Post-listening Activities into Oral Practice  57-62
    3.3.1 Strategies to Make Students Active in Oral Class  58-60
    3.3.2 Repetition and Reproduction of a Certain Number of Typical Dialogue Modes  60
    3.3.3 Text Summarizing and Retelling  60
    3.3.4 Role-play in Pairs/Groups  60-61
    3.3.5 Vocabulary Enhancement to Initiate Students’Interest and Enthusiasm in Speaking  61-62
  3.4 The Teachers’Role in Oral Classroom  62-64
Chapter 4 Pedagogical Implication and Existing Problems Underlying the Two Models  64-69
  4.1 Feedback of Reading Model and its Weaknesses  64-66
  4.2 Feedback of Listening Model and Oral Assessment in the Terminal Exams  66-67
  4.3 Developing Learner Autonomy Outside the Classroom  67-69
Conclusion  69-71
Bibliography  71-74
Appendix  74-80
Acknowledgements  80

语法翻译法与交际教学法在英语教学实践中的综合运用

内容摘要

全文目录

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