sanctuaryThe communicative approach 交际教学法

2021年1月21日发(作者：coagulation)
The communicative approach


交际教学法


Application of communicative approach in English teaching
交际教学法
在英语教学中的应用


creation of authentic situations
创建真实的情况

The
current
teaching
methods
don’t
emphasize
the
real
world
situation
and
fail
to
cultivate
students’

spontaneity.
Artificial
conventions
and
mechanical
question-and-answer
sequences
fall
short
of
the
flexible,
spontaneous kind of communicative interaction required for performing a
task
with
the
context
of
situation
relevant
to
the
real
world.
Such
classroom teaching forces learners to talk about things that are not of their
own
choosing
and
not
based
on
their
actual
needs.
Instead,
they
are
provided with a rigid set of guided structures in isolation. Taught in this
way,
the
learners
frequently
fail
when
they
are
faced
with
the
read
to
produce the language related to a specific situation.
Simulation techniques seem to be a better alternative, as they seek to
place learners in a situation where they are asked to take on different roles
and to accomplish their specific tasks, including problem solving. They
offer an opportunity for the learners to practice using the language in the
right place at the right time and as appropriately as possible.







The
most
obvious
advantage
of
these
kind
techniques
is
that
it
puts
the
learners
in
realistic
situations.
By
simulating
the
physical
circumstances of certain situations, the students can have the opportunity
to
use
and
to
practice
the
sort
of
language,
particularly
the
vocabulary
related
to
that
situation,
so
that
learners
are
rehearsed
for
real
life.
In
addition, they can express what they want to say whenever the situation
calls for it. The teacher provides the best conditions for learning through
creating the realist situation.
目前的教学方法不强调真实的世界形势
,
无法培养学生的自发
性。
人工约定和机械问答序列缺乏灵活的、
自发的交际互动执行所需
任务的上 下文有关现实世界的情况。
这样的课堂教学力量学习者谈论
的事情不是他们自己的选择
,
而不是根据自己的实际需要。相反
,
它们
提供了一套严格的引导结构隔离。 以这种方式教
,
学习者常常失败时
面对阅读产生语言相关的具体情况。
仿真技术似乎是一个更好的选择
,
因为他们寻求地方学习者的情
况他们被要求承担 不同的角色
,
完成特定的任务
,
包括解决问题的能
力。
他们 为学习者提供了一个机会来练习使用语言在正确的时间在正
确的位置
,
尽可能合理。< br>
这类技术的最明显的优势是
,
它把学习者在现实的情况下。通过
模拟 的物理环境的某些情况下
,
学生可以有机会使用和练习的那种语
言
,
特别是词汇相关情况
,
以便学习者是现实生活的排练。
此外
,
他们可
以随时表达他们想说什么情况需要它。
老师通过创建现实主义提供了
最好的学习条件情 况。

2. Students-centered class
质量类

The
focus
of
classroom
should
be
shifted
from
the
teacher
to
students. The present teaching in China, however, is just the opposite; the
class is just mainly teacher-centered.






The
teacher
does
most
the
talking
and
always
has
the
whole
class
under his strict control by lecturing, questioning, correcting students and
often
supplying
correct
answers
to
the
exercises.
In
such
a
class,
the
teacher
is
obviously
the
most
authoritative
person.
Students
always
act
according to what the teacher wants them to accomplish put not what they
themselves want to accomplish.




Such
kind
of
teachers’
r
ole,
in
fact,
encourages
the
students
to
depend
too
much
on
teachers
without
thinking
independently.
So
it
appears that sometimes, even if the students have understood the text they
are reading, they do not have the courage to speak out when called upon,
for fear that they may not be right. As a result, the long-term practice of
teacher-centeredness in education has actually lessened the opportunities
for
the
students
to
analyze
and
judge
things
for
themselves,
and
it
has
possibly
encouraged
the
students’
l
aziness
in
thinking.
Giving
up
their
natural
instincts
for
active
thinking,
they
may
spend
most
of
their
time
copying from the blackboard, following the teacher’s talk and taking the
note. Too much of this will harm the students’ initiatives and reduce the
ir
enthusiasm
in
study.















The
class
should
be
learners-
centered.
“Communicative
approach
makes
learners
to
be
themselves and requires the classroom instructor to play a secondary role,
trying to keep focus on the students not on him and encouraging students
to communicate among themselves.”(Widdowson 1994:36)

The teacher
is expected to “lead from behind” (Widdowson 8

1994:44), i.e., to act
more
as
adviser
and
to
participate
in
the
interactions
if
possible.
The
teacher
should
allow
full
scope
for
his
students’
spontaneous
learning
process and give more opportunities for the students to talk, perform and
express
their
own
ideas.
In
this
way,
the
students
will
no
longer
feel
inferior.
Gradually,
they
will
form
a
positive
attitude
toward
English
s
tudying. The proposed teachers’ role in the classroom is significant not
only for classroom methodological reasons, but also, as we shall see, for
its
effect
on
human
relationships
in
classroom.
This
relationship
will
contribute favorably to effective learning.








The
role
and
relationship
between
the
teacher
and
students
are
fixed by the students-centered principle. It is to say that the students are
the main part in communication, while the teacher helps the students to
communicate. The teacher can play several roles in the class: he directs
the class activities, designs the scene of communication, and also he is a
consultant ------ guiding the communication and solving the problems in
communication.
At
the
same
time,
the
teacher
should
be
a
partner
of
communication
------
he
takes
part
in
the
students’
communication.
Of
course,
the
students
should
throw
themselves
into
communication
actively. They can learn the target language through communication, and
improve their listening and speaking ability through communication.











These two pieces of principle, of course, will not solve all
the problems, for communication teaching does not only involve methods

and techniques but also material development, testing, class organization
and possibly the retraining of the staff. These big issues have to be dealt
with if a genuine communicative approach is to be followed.









“The communicative approach is an effective teaching method”
(Littlewood
1991:126),
which
helps
gauge
environment,
it
requires
the
students
to
communicate
each
other
in
the
language
they
are
learning.
The
students
and
teachers
should
put
themselves
into
the
“real”
scene.
Gradually, they accumulate the perceptual knowledge of English and then
develop the sensibility of this language, thus, to achieve the purpose of
grasping
a
language.
Communicative
approach,
on
the
one
hand,
emphasizes
teaching
the
students
the
real
language;
on
the
other
hand,
emphasizes that the students are the hubs of the class. The teacher should
just organize and guide the students to have the communicative activities.
From some aspects, we can say in the communicative activity, the process
is more important than the result. So the teacher must arouse the students’
enthusiasm to the rein of their subjective initiative completely. It can not
only
avoid
the
drawbacks
of
grammar
translation
methods
but
also