论交际法在中学英语教学中的应用(1)作者：中国计算…论文中心来源：本站整理点击数：2141更新时间：2010-4-17在线投稿[Abstract]CommunicativeLanguageTeachinghasbeenintroducedintoChinaformiddleschoolEnglishteachingfornearlyadecade.Buttheeffectisnotsosatisfactoryasithadbeenexpected.ThewriterofthispaperinvestigatesandanalyzessomeproblemsintheapplicationofCLTinmiddleschoolinChina,throughquestionnaireandsomeinterviewswithteachersandstudentsinamiddleschool.AccordingtosomebasicCLTtheorieswhichareclarifiedinthepaper,thewriterputsforwardsomesuggestionsforCLT’sapplicationinmiddleschool,suchasmultiplerolesofteacher,interactionbetweenteachersandstudents,usingGrammarandTranslationMethodtoimplementtheapplicationofCLT,dealingwithalargeclass,stimulatingstudents’communicativemotivation,andmakingcommunicativetesting,etc.[KeyWords]CommunicativeLanguageTeaching;problems;characteristicsofthetheory;suggestions【摘要】九十年代初交际法被引进到我国,之后逐渐广泛地被应用在中学英语教学中,但其成果并不理想。本文客观地追溯了交际法的来源和发展,阐述了交际法的特征,以及应用中的一些原则和所要避免的误区。采用了问卷调查法和访谈法对交际法在中学英语教学中的实施效果进行调查,发现并分析了其应用过程中存在的一些问题。根据这些调查结果的分析和基础理论的概括,笔者针对交际法在中学英语教学中的应用提出了一些建议，包括教师在交际课堂上所扮演的角色,如何应用交际法教语法,如何解决大班人数多的问题,以及如何激发学生交际动机,在测试中融入交际能力测试等.【关键词】交际法；问题；理论特征；建议1.IntroductionTodayEnglishistaughtinsomanyplacesforsomanydifferentpurposes.[1]ThenumberofpeoplewhoarelearningEnglishinChinaalsohasbeenincreasingquickly.EvenEnglishhasbecomeamajorcourseinmiddleschooleducation.Traditionally,EnglishteachinginmiddleschoolsinChinahasbeendominatedbyteacher-centeredmode.Intheclassroom,theteacherwhoisconsideredastheleadingfactorputsonaone-manshow.Heseldomaskshisstudentsanyquestionsormakesanycommunicationwiththem.Hetriestoseizeeveryminuteandasmanyopportunitiesaspossibletoimpartthestudentswithknowledge.Therefore,thisapproach,inacertaindegree,iscalledthecrammingofforcedfeedingmethodofteaching.Theteacherteachesactivelywhilethestudentslistentohimpassively.[2]Asaresult,itbringsthestudentspoorabilitiesandskillsoflisteningandspeaking.AfterstudyingEnglishforseveralyears,studentsstillremainatalosswhentheyhavetoexpressthemselvesinEnglish.Theymayrememberagreatnumberofwordsandidioms,buttheycannotusethemappropriatelyincommunication.Inordertochangethissituation,sinceearly80soflastcentury,EnglishteachersinChinahavebeentryingtoimprovetheirteaching.Distinguishingfromthetraditionallanguage-teachingapproachwhichfocusesongrammarandstructure,anewapproachcalledCommunicativeLanguageTeachinghasbeenverymuchinvogueatpresent.ItgivesstudentsmoreopportunitiestocommunicateinEnglishintheclassroom.Butunfortunately,somephenomenaindicatethattheeffectofCLTisnotsosatisfactoryaspeopleexpected.TherearesomedifficultiesinapplyingCLTinmiddleschoolinChina.ThispaperattemptstoclarifycertainissuesfromtheperspectiveofapplyingtheCommunicativeLanguageTeachinginmiddleschool,analyzethefactorswhichimpedetheeffects.ThenaccordingtothetheoriesofCLT,somesuggestionsareputforward,whicharerelevanttotheapplicationofCLTinthemiddleschooleducation.2.DiscoveriesandanalysisofsomeproblemsinapplyingCLTinChinesemiddleschoolJack.C,RichardandTheodore.S,Rodgershavesaidofsomedifficultiesinapplying...
