英语本科毕业论文-The Strategies of Fostering Students’ Ability of Communication.doc
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1、 第21页The Strategies of Fostering StudentsAbility of CommunicationI. Introduction1.1 Definition In modern society, communication becomes one of the important parts of peoples life, whether it is daily communication or intercultural communication. In 1966, Hymes coined the expression “communicative co
2、mpetence”, which includes four sectors: what is possible (grammatical), feasible, appropriate, and done. From then on, this expression has been extended and new meanings have been added to it by many linguists. The theories on communicative competence have given great insights into language teaching
3、.Many linguists such as Widdowson, Canale and Swain have extended it and added new meanings to its content. In 1978 Widdowson made a distinction between usage and use, which is based on the notion of “effectiveness for communication”. In 1983 Widdowson made a further clarification by distinguishing
4、between competence and capacity. In introducing the term “capacity”, Widdowson wants to bring in a users perspective, for he regards Hymess concept of communicative competence as too analytic. From 1980 to 1983, Canale and Swain proposed a theoretical framework of four components by which to describ
5、e communicative competence:(1) grammatical competence; (2) sociolinguistic competence; (3) discourse competence; (4) strategic competence. In 1983 Savignon put forward her interactional approach. According to Savignon, the development of learners communicative competence is defined as “expression, i
6、nterpretation, and negotiation of meaning involving interaction between two or more persons or between one person and a written or oral text” (Savignon, 1983:8). She holds that communicative competence is a dynamic concept. It depends on the negotiation of meaning between two or more persons who sha
7、re to some degree the same symbolic system. In this sense, communicative competence is an interpersonal rather than an intrapersonal concept. Now in a broad sense, communicative competence refers to the ability not only to apply the grammatical rules of a language in order to form grammatically corr
8、ect sentences but also to know when and where to use these sentences and to whom. It is the ability of various aspects including the ability to use the language correctly, the ability to pass and get information and the ability to succeed in socio-cultural communication, etc. It includes both verbal
9、 and non-verbal communication and involves language, rhetorical, socio-cultural and psychological factors. It lays emphasis on both spoken language and written language. The theories on communicative competence have been of great importance to language teaching. Before the introduction of communicat
10、ive competence, traditional approaches such as translation approach, audio-lingual approach and situational approach were dominant in the EFL classroom in China. 1.2 The current situation and the trend Although English teaching in China has made unparalleled progress in the past years, there are sti
11、ll some problems existing in language teaching practice, one of which is that after several years of hard work at English, many college students are still unable to communicate effectively in English. It is no doubt that this phenomenon is closely related to the traditional teacher-centered teaching
12、 practice. CLT seems more feasible in spoken language teaching and it has been widely accepted that only through students constantly practicing and communicating in the target language in the process of learning can English be mastered. Improving students communicative competence has been acknowledg
13、ed to be the major goal of current English instruction. The crucial part in spoken language teaching in the communicative classroom is designing communicative activities based on the information-gap principle and task-dependency principle.Traditional approaches lay more emphasis on grammatical rules
14、 and sentence structures. For many years linguists have put forward various theories and approaches to language teaching which emphasize language use and communicative competence. These theories and approaches shift the focus of attention from the grammatical to the communicative properties of langu
15、age, so that students can know how the language system is used to express scientific facts and concepts.II. The teaching method of fostering communicative competence 2.1 Communicative approach2.1.1 Definition As the field of second language pedagogy has developed and matured over the past decades, E
16、nglish teachers and researchers in China have experienced a number of reactions and counteractions in methods and approaches to language teaching. They have been seeking for the better and more effective methods and approaches in Chinese classrooms. For so many years English has been taught through
17、Traditional Method. In the late 1970s the idea of Communicative Approach came into China. In the early 1990s communicative language teaching has been held by a majority of English teachers of different levels, all intending to change the awkward situation of lame-duck English products? Students who
18、can not communicate orally with foreigners after years of English study, which is an outcome of applying the traditional teaching methods.The origins of Communicative Approach are to be found in the changes in the British language teaching tradition dating from the late 1960s. The goal of language t
19、eaching is to develop what Hymes (1972) referred to as “communicative competence.” According to Hymes, the communicative competence consists of not only the linguistic ability, but also the language performance, that is, the knowledge, the forms, and the skills as well as the practical use of these
20、things in actual situations. This approach takes the view that language is a means of communication. Because learning to communicate is a socialization process, language teaching should involve not only a set of grammatical rules and lexical items, but also a set of social conventions governing lang
21、uage form and behavior in a communicative group. Therefore, it advocates a notional-functional syllabus in which form and meaning interact with each other closely.It stresses the importance of communicative activity, arguing that language can only be learnt through using it. Communicative Approach a
22、dvocates fluency other than accuracy. Mistakes are inevitable and students should be encouraged to approach accuracy through frequent commitment of mistakes. The teacher in a Communicative Approach class should be a helper of the students learning and a manager of the class activities. He/She should
23、 be responsible for creating the proper situation to promote communication. Sometimes he /she is an advisor and a co-communicator. Students are, above all, communicators who learn to communicate in English by communicating in this foreign language. In one word, the class of Communicative Approach is
24、 a student-centered one2.1.2 The use of communicative language teaching In the present world, obviously English is an international language. It has become more and more important to master the communicative skills of this language. With China joining WTO and rapid economic development, graduate stu
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