论文总字数：27587字

摘 要

交际教学法产生于二十世纪60年代初，其研究与实践的繁盛时期是70年代并被引进我国。本文通过介绍交际教学法的含义和优势等，分析目前在中学英语口语教学中的一些现实情况，同时指出英语口语教学存在的相关问题。随后对交际法在中学中的应用策略做了简要论述。交际教学法对于提高学生们的口语表达能力有着积极的助力作用。结论指出交际法是一种随着人们的交际能力提高的需求和口语要求而不断发展的一种教学方法。

关键词：交际教学法；英语口语教学；应用

Contents

1.Introduction １

2. Literature Review ２

2.1 The definition of communicative approach ２

2.2 Theoretical basis of communicative approach ２

2.2.1 Theory of language ２

2.2.2 Theory of learning ３

2.3The advantage of communicative approach ４

3.The main problems in oral English teaching in junior school ４

3.1 Problems of teachers ４

3.1.1 Focus on the entrance examination ４

3.1.2 Teachers’ lack of strategies ４

3.1.3 Teacher-centered class ５

3.2 Problems of students ５

3.2.1 Students’ lack of motivation ５

3.2.2 Students’ lack of strategies ５

3.3 Lack of context ６

4.The Application of Communicative Approach in Oral English Teaching in junior school ６

4.1 The amelioration of the traditional test system ６

4.2 Communicative competence and English learning ６

4.3 Communicative activities ７

4.3.1 Pair work ７

4.3.2 Group work ７

4.4 Teachers’ professionalism ８

4.5 Learner-centered class ９

4.6 The use of authentic materials １０

5. Conclusion １１

Works Cited １２

1.Introduction

The communicative approach was gradually proposed and accepted in the 1970s on the basis of the theory of reflective structural language teaching. With the continuous development and progress of the society, especially since China joined the World Trade Organization, the communication between member states in the cultural and economic fields has become more frequent. Therefore, learning English is becoming more and more important. However, at present, in the English class in China, the current problems of oral English teaching are not as good as we thought. The traditional teaching mode still dominates the English classroom. The teacher overemphasizes the correctness of the language and focuses on grammar and vocabulary teaching. But teachers ignore students’ language expression and practical application ability. Therefore, how to improve students’ English learning ability especially the oral communication competence is one of the primary missions of current English teachers.

The communicative approach is widely applied on the basis of inheriting the reasonable components of the traditional teaching approach. Communicative approach replaces the traditional teaching approaches, and illuminates oral English teaching. Littlewood once said that “the main purpose of foreign language learning is to develop students’ ability to communicate and interact in a real language environment, that is, to improve students’ verbal ability” (Littlewood 89). Shortly after the birth of the communicative approach, many scholars draw it into China. Among these educational scholars, Shi Baohui also did some research on the relationship between communicative teaching and its applications（Shi 3）. Consequently, designing and creating scenarios are particularly momentous. In communicative language teaching, there are some activities that simulate real-life scenarios coordinately and ameliorate students’ oral expression and communication competence in the classroom.

Although the concept of communicative teaching has been continuously enhanced in English teaching, the practical application of communicative teaching in Chinese. English classes has not received adequate attentions. Hence, this thesis aims at introducing some theoretical basis, main problems and applications of communicative approach. At the same time, I hope that this research can give English teachers some corresponding proposals to develop students’ communicative competence and cultivate students’ interests in learning English.

2. Literature Review

2.1 The definition of communicative approach

The communicative approach imparts foreign or second language. It lays stress on the ability of students to communicate. As a matter of fact, the communicative approach emphasizes that language teaching methods stem from availably substantial information and sources. It emphasizes the application of language instead of the learning of rules.

However, no single theory on communicative approach is universally accepted. It’s assumption is stupendous language teaching. For someone, communicative approach is a functional and available teaching approach. Littlewood states that “one of the most characteristic features of communicative language teaching is that it pays attention to the function as well as structure of language”(Littlewood 1)

In simple words, the relevant methods of which communicative approach is elaborated and used can be ascribed to different educational traditions. Some practitioners of communicative approach give priority to semantics. They pay attention to conceptions, functions and oral activities. Others focus on the cohesion and coherence of language. The implicated discourse and analytical conversations have been worked out successfully. Nevertheless, the core of communicative approach is communicative competence.

2.2 Theoretical basis of communicative approach

2.2.1 Theory of language

The Communicative approach in language teaching starts with language theory as communication. Communicative approach which attempts to achieve a goal of communicative competence through using the target language is more and more widely ratified, accepted and used in China. American sociolinguist Hymes proposed the term communicative competence. He once said, “Communicative approach emphasizes the purpose of second language or foreign language teaching is to acquire communicative competence.” (Hymes 281). Canadian scholars Canal and Swain expound Hymes’ communicative competence in the 1980s. They retained Hymes’ social language competence and replaced grammatical competence and ads strategic competence(Canal amp;Swain 1-47 ). They put forward a scheme of communicative competence. The scheme was separated into four aspects:

(1)Grammar competence. It contains the regularly linguistic usage of language. In fact, there is no difference between Chomsky’s viewpoint on linguistic competence.

(2) Sociolinguistic competence. It is on the basis of sociolinguistic considerations. It is a comprehension of social context where communications occur and it includes interpersonal relationships, participants’ shared information and communicative goals.

(3) Strategic competence. It comprises verbal and nonverbal communication strategies .

(4) Discourse competence. It is relative to the elaborations of personal message components.

In conclusion, they reflect the effect of sociolinguistics and discourse analysis. And they are widespreadly used in teaching .

2.2.2 Theory of learning

The communicative approach tries to acquire language naturally in the classroom. Some famous scholars believe that oral language acquisition depends on communication. Many second language acquisition researchers try to focus on the communicative factors. Second language acquisition is a source for theoretical learning. It pays attention to the role of linguistic, social and personal variables. Many practitioners of communicative approach state that language is used for communication. They show social factors for the meaning of language instead of the structures. They believes that language is acquired in real context because it can facilitate the language learning and experience. And the learning experience influences the students’ learning attitude. Accordingly, real context is playing an irreplaceable role in language acquisition.

2.3The advantage of communicative approach

Communicative approach has many manifested benefits. One of the distinct advantages is that students act as subjects engaging in positive thinking and language training. But it requires teachers to do their endeavors to create a real-life environment. Communicative teaching is based on the requirements of language learners, rather than the learning of grammatical rules, which is conducive to improving learners’ interests and cultivating students’ communicative competence and sense of language.

3.The main problems in oral English teaching in junior school

3.1 Problems of teachers

3.1.1 Focus on the entrance examination

Today’s education lacks appreciative purposes. The evaluation method in junior school in English teaching is mainly reflected in academic achievements and entrance examination. And the evaluation of grades is proved by scores. Consequently, scores become the most decisively significant criterions for evaluating students’ English proficiency, daily performance and final results. For a long time, under the score-oriented education mode, junior school teachers focus on knowledge teaching. So, students’ English qualification cannot meet the new knowledge requirement. The appropriate purpose and requirement are the linchpins for learning and teaching.

3.1.2 Teachers’ lack of strategies

The ultimate purpose is to communicate in real context. But for a long time, the goal of learning for students is to go to a top university, so teachers and students focus their energy on mastering knowledge rather than on using it in real situations. Teachers are skillful in teaching grammar and vocabulary rules but weak in practical communication because they disregard practical application in real situations. So teachers must master some functional teaching strategies so that students can have a talk in classroom.

3.1.3 Teacher-centered class

Nowadays, there is such a real problem, that is, for many years, teachers dominate the classroom. They do many work for students: the students just follow the teachers. Teachers just follow the curriculum but they ignore what the students are real deficient and requisite. The traditional English teaching classroom just imparts superficial knowledge, while ignoring substantive content and meaning. Teachers often only accept questions and tasks passively in order to complete the teaching tasks. The students have no chance to develop their personalities and to practice their oral English. For many students, it is hard to communicate smoothly in English. However, real language environment in China’s current junior school teaching is deficient. Teacher-centered class makes the activities organized in this way greatly reduced the expected results.

3.2 Problems of students

3.2.1 Students’ lack of motivation

There are many factors can affect students’ learning process. The motivation which cannot be neglected is a significant factor. The reason why the students are deficient motivations is that they have to master English well. For English is one of the subject of entrance examination. This invisibly puts tremendous pressure on students. They don’t realize the real meaning and function of leaning oral English.

3.2.2 Students’ lack of strategies

Another factor is that students are lack of strategies. A strategy is a set of competences which has a particular goal in mind. Learning strategies are appreciate for solving particular problems and flexible for controlling the success. The speakers may be in trouble because they’re lack of adequate competence in communication. Apparently, strategies are so vital to enhance students’ oral communicative competence in the classroom.

3.3 Lack of context

Context is the information that results in language application. There are many kinds of context types in different senses such as textual, topical, interpersonal and so on. Context is vital to understand the use of language. Real language comes from real context. Only in a specific situation can you learn how to apply the language sufficiently. The lack of context means that the lack of opportunities to communicate face-to-face with others and the wastes of time to cultivate students’ communicative competence.

4.The Application of Communicative Approach in Oral English Teaching in junior school

4.1 The amelioration of the traditional test system

The purpose of the communicative approach is to require students to communicate freely and fluently in English. It is indispensable to reform the traditional test system. And the traditional mode creates many resistances to the school’s communicative approach. Thus it can be seen, although it’s arduous to achieve such an aim, and it takes a long time to explore and implement, we should establish a new communicative-oriented test system which serves our existing course objectives.

4.2 Communicative competence and English learning

Communicative competence is a system which includes many aspects of knowledge and skills such as cognitive skill, language skill and so on. Foreign language teachers often say that Chinese students do not open their mouths to express their ideas in class. They used to listen to the teacher, even if their performance is strong, but the communication competence is very weak. They are afraid of speaking English and restricted by panic. In fact, communicative competence is best cultivated in communicative practice which focus on the procedures of communication because students have sufficient time to practice in class So, the teachers must prompt students, particularly the impotent students by emboldening them when they make achievements and progress as much as possible. Communicative approach can be applied to change this phenomenon. There is another long and difficult way to go. Students should not be restricted in classroom communications and activities which generate in classroom environment. Teachers must give students a good emotional and experience .

4.3 Communicative activities

4.3.1 Pair work

There are multitudinous communicative activities. Pair work is one of the main activities. Pair work is an impactful way to improve oral English. The teachers give a short and uncomplicated assignment to perform at the beginning of the class. Students can communicate with pair work in English. But the decision is made on how to put the students in pairs. Teachers need to decide whether the members are reasonable. Pair wok instantly increases the possibilities of practice and encourages students to learn by cooperation, which not only stimulates students’ interest in learning but also helps students establish appreciate motivation.

4.3.2 Group work

Group work is an activity which is regarded as a cooperative learning. Cooperative learning is exalted as the most important and successful in recent decades teaching reform. D. W. amp; Johnson R. T. amp; Holubec, E. J. are three distinguished representatives of cooperative learning thinking in the United States. They thinks that “Cooperative learning is the use of groups in learning to work together to maximize their own learning.”（Johnson, Johnson amp; Holubec 5）.

In group work, each group has three or even more members, they discuss a topic, and do a role-play or other activities. During the group activities, teachers should inspect the discussion of groups and solve the difficult problems that group members cannot solve. In the group, students are the subject who are equal and free to express their opinions.

It is worth saying, role-play activity is one of the most important and effective way in group work. The role-playing which means the students give a role to students should be based on the knowledge of the content of the textbooks with classroom resources, multimedia, students and other classroom resources. In the performance, teacher first sets up the role-playing conversational task for the students, and then comprehensively explains the relevant knowledge points. For example, in the oral practice of “Do you like bananas”. Firstly, teachers can create a situation for students because the topic is “Do you like bananas”. So teachers design a fruit shop scene, some students play the sellers, others play customers. And teachers can let students bring some fruits and mark these fruits with prices in advance. Before the class, teachers decide the role by lottery, or arrange the role of themselves. In such a real communication scene, students are prone to arose the interest of speaking English, which have been encountered in daily life. Distinctly, it is cushy for students to express their spoken language because their idea is not restricted because of the unfamiliarity of knowledge. Students can practice speaking in the process of communication.

In a word, in this relaxed atmosphere, students are not restricted by the knowledge point of the textbooks to speaking English. Students have opportunity to apply their own life experience to oral English expression. This shows that group activities have a tremendous effect on students’ communication competence.

4.4 Teachers’ professionalism

The professional quality of teachers is also an critical factor. A famous scholar once pointed out that only when the teachers’ individual communication competence is improved, it is possible to successfully apply the communicative teaching method in the classroom for teaching. Therefore, we must cultivate teachers’ English ability, which includes listening, speaking, writing and reading. Therefore, it is essential to strengthen teachers’ professionalism towards communicative approach .

The ingenious using of teaching strategy is one of the teachers’ professional quality for teachers when they have an oral English teaching because of the deficient strategies . So teachers must learn and apply some effective teaching strategies into the classroom. Following are some main strategies:

(1) Avoidance strategy. Avoidance strategy can be separated from active avoidance and passive avoidance. Active avoidance means the speaker(teachers) use some simple words when the listener(students) cannot understand what they said. Passive avoidance is a way of avoiding making mistakes in communication.

(2)Tolerance strategy. The students may confront a lot of difficulties in the classroom. The teachers do not criticize students’ imperfect answer, but give appropriate recommendations while they are speaking.

(3)Retelling strategy. When teachers have difficulty expressing or communicating in oral English teaching, they’d better change their way or expression or use the case of others, especially the case of people who is well-known all around the world. But teachers would better promote a positive, encouraged thought because junior school students are not mature enough. Positive thinking are conducive to their mental and health. Therefore, the professional quality of teachers, especially the teaching strategies, is conducive to the smooth progress of teaching the improvement of students’ communicative competence.

4.5 Learner-centered class

Communicative approach makes learners become subjects and the teachers be assistants. Teachers are the organizers, promoters and participants to guide the class and recognize the students’ individually unpalatable differences. The communicative approach requires teachers to change their teaching concepts and the situation in which teachers are the dominant side in language knowledge teaching. So that students have sufficient confidence to speak English.

A student-centered class should be concerned about many aspects of students such as interest. As the saying goes, interest is the best teacher. Communicative approach requires the teachers stimulate students’ interest and motivate them according to the content of the textbook, the characteristics of the subject and the age characteristics of the students, etc. Teachers are full of enthusiasm, commitment, energy, and meticulous to prepare the lessons, so that the whole class is always active and eager to communicate. Teachers use stick figures, classroom games, storytelling, drama, nursery rhymes, poems, tongue twisters, guessing, singing, and extracurricular activities in teaching to let the students perform autonomously. But no matter what teaching method or tool it is, it does not stay too long , so that students are not bored. Widdowson emphasizes that authentic communication must take into account the student’s interests, needs and behaviors, and establish relationships with the cultural life environment and the things that are of interest to the students(Widdowson 705-716). Therefore, when selecting communication tasks and projects, teachers analyze the needs of students and understand the topics so that students are really interested in oral English communicating.

4.6 The use of authentic materials

Authenticity in language classroom comprises of the use of authentic materials, the designing authentic activities. In the actual teaching, we should pay attention to the life and authenticity of oral practice when choosing corpus and creating context. At the same time, while striving for the authenticity of oral materials, we should also subtly join the students’ favorite elements of life, such as singing, painting, situational rendition, art, etc. These modifications, oral English teaching is more attractive. For example, In the junior school English book 7A “Unit 5 Let’s celebrate!” I considered this in the teaching, junior school students chasing the fashion and full of enthusiasm for fresh and interesting “foreign festivals”, such as April Fool’s Day (April Fool’s Day), Christmas (Christmas Festival), Thanksgiving Day (Thanksgiving Day). Therefore, I created the oral practice context with the “foreign festival”. For example, when creating the spoken language of Christmas. I started with the word “Christmas” which is familiar with students’ living environment. And i took many photos of the town and show pictures to them through the multimedia. I ask:

T: “ Good morning boys and girls, here are some pictures, do you know what it is ?”

S: “ It is Christmas !”

T: “ Excellent! Have you ever been celebrating Christmas?”

S: “Yes I have/haven’t

T: “How do you celebrate”

S: “ I celebrate with..”

…

The students communication competence can be strengthened by practice in authentic language and context. So, providing the authentic oral materials and inspiring the reliably emotional experience are beneficial to enhance students oral communicative competence.

5. Conclusion

The introduction of communicative approach has changed people’s views on foreign language teaching and English learning to a large extent, and enriched the theory and practice of foreign language teaching in China. Therefore, it has had a profound impact on foreign language teaching. This thesis first gives a concrete and practical introduction to the development of communicative teaching theory, pointing out that the communicative approach can improve the oral English ability of junior school students. It is concluded that the communicative approach is a method of continuous development with the increasing demand for communicative competence. However, the communicative approach is the same as other sophisticated pedagogies, it will also be affected by myriad ingredients.

Communicative approach sometimes can’t adapt to the reality. Therefore, as an English teacher, he should form his own unique teaching approach to improve the oral communication of students. Excessive attention to the language itself and academic performance will not bring practical results. Only through various efforts can we solve substantive problems and promote the full development of the students. It has higher requirements for teachers’ professional qualities and abilities. Therefore, as long as we continue to explore and practice, and combined with various teaching methods. Communicative approach can achieve ideal results in oral English teaching in junior school.

Works Cited

Bachman, L. F. Fundamental Consideration in Language Testing. Oxford: Oxford University Press.1990

Canal, M. amp; M. Swain. Theoretical Bases of Communicative Approach to Second Language Teaching and Testing . 1980

Halliday, M. A. K. ‘‘Language Structure and Language Function.’’ In J. Lyans (ed), New Horizons Linguistics. Harmondsworth: Penguin. 1970Hymes, D. H. On Communicative Competence. In C. J. Brumfit amp; K. Johnson(Eds.), The Communicative Approach to Language Teaching . Oxford University Press. 1979

Johnson, D. H. ,and R. T. Johnson and E. J. Holubec, Circles of learning: Cooperation in the classroom Edina, Mn: Interaction Book ,1993

Littlewood, W. Communicative Language Teaching . Cambridge: Cambridge University Press. 1981.

李筱菊:《外语教学的交际教学法》1984

[Li Xiaoju. Communicative Approach to Foreign Language Teaching 1984 ]

李观仪:《应用语言学与外语教学》1982

[Li Guanyi. Applied Linguistics and Foreign Language Teaching 1982]

Richards. J. C and J. Rogers. Approach and Methods in Language Teaching. Foreign Language Teaching and Research, Cambridge University Press. 2001.

史宝辉：《交际式语言教学二十五年》.《外语教学与研究》1997

[Shi Baohui. Communicative Language Teaching for Twenty-Five Years. Foreign Language Teaching and Research 1997]

Winddowson, H. G. Teaching Language as Communication 1978

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