The Application of Communicative Approach.doc

1、1The Application of Communicative ApproachAbstract: the Communicative Approach was produced in the early 1970s and was accepted by the majority of English teachers, which also played a leading role in English teaching. After introducing into China, the Communicative Approach was widely accepted. in

2、particular, it played a very important role in the teaching of English vocabulary teaching, oral teaching, reading teaching. Key words: Communicative Approach; English teaching; teaching theory 1 The theoretical basis in a Communicative Approach Communicative Approach is a language features projects

3、, with emphasis on cultivating interpersonal skills. Its purpose is to improve the communicative competence of language learners, so that the four skills in language learning: listening, speaking, reading, writing to be further developed. Undeniably the Communicative Approach is an effective way tha

4、t train students language ability, so in the early 1980s, Chinas famous scholars such as Hu Wenzhong, spreaded communicative teaching approach to China, and occupied an important field of 2foreign language teaching in China status. According to the new College English Curriculum Requirements, the pu

5、rpose of college English teaching is to develop students ability to use English, especially listening and speaking, so that students can use English effectively in oral and written information exchange. Communicative Approach is to adapt to the new course requirements of College English teaching req

6、uirements, in particular, has played a positive role in promoting the college oral English teaching level, to improve students oral proficiency. Linguistic theoretical basis of the Communicative Approach： Hymes theory. of communicative competence Communicative Approach. In 1972, Hymes published an a

7、rticle entitled “On communicative competence“, he proposed that communicative competence consists of the following four parts: the form of the possibility; to implement to fulfill the possibility; depending on the context whether it is appropriate; whether in fact completed. Four parts, included lan

8、guage skills and grammar, included the feasibility and appropriateness. His communicative competence theory provides a theoretical basis for the later Communicative Approach in English Teaching. 3Canale and Swain theory of communicative competence, the early 1980s, the theory of communicative compet

9、ence in Canale and Swain enriched Hymess communicative competence doctrine. They believe that the communicative competence: grammatical competence, social language skills, discourse competence, strategic competence. Practice has proved that the doctrine of their interpersonal skills is the guidance

10、of language teaching and testing of programmatic and instructional standards. Early 20th century, Buckman on the basis of previous doctrine, put forward the doctrine of communicative language ability. He believes that communicative language ability is composed of three parts, namely language skills,

11、 strategic ability, and psychological mechanisms. He made it systematically. Finally, he believes that psychological mechanism is included the communicative language ability. In addition to enriching the elaboration of communicative competence in language skills, he will also produce strategic compe

12、tence as an independent part of the language ability to deal with, and the relative importance of implementation factors. 2 Characteristics of the Communicative Approach Communicative approach, since its inception in the 1970s, has more than 30 years of history. Training students foreign 4language c

13、ommunicative competence has long been a goal of foreign language teaching around the world. to a large extent ,Communicative Approach , content-based language of everyday use, training people the ability to use foreign language to achieve communicative purposes in their daily lives. Communicative te

14、aching process, students are not only active person who practice actively, but also they are one of the social factors that constitute the discourse function of impact drills. Playing in the communication environment, the students subjective ideas, attitudes, emotions, and cultural enrichment will a

15、ffect the choice of language forms and language features. Therefore, the organization of the teaching process should be student-oriented. Teachers responsibility is to provide students with the communicative situation and occasions to help students creatively, to freely express and share their ideas

16、, thoughts. That being the case, you must relax and control requirements should be lowered, as long as the exchange of ideas and misunderstanding can be on the correctness of student speech. But you must maintain a certain speed. Stammered and improper pause will affect the communication, so heavy p

17、reparatory work before the class. Its advantages are: great importance to the students 5actual needs; emphasis on interpersonal skills training, and help students in a certain social environment appropriate to use the target language. The disadvantages are: how to identify and statistical functions,

18、 ideas, projects to be further explored; functional ideas for clues to the organization syllabus, it is difficult to ensure that the arrangement of the system of grammatical items. The communicative approach is more suitable for students to practice situational dialogues; long-term training can deve

19、lop rhythm and confidence of the students speaking English. Communicative approach is not suitable for the cultivation of students thinking coherence, and the simulation scenario, after all, will be biased and realities, students or through dictation and reading to enhance accumulation of material o

20、f language and language capabilities. In teaching students can be formed the group for scenario exercises, and is provided the form of the English corner, English drama and discussion groups for students to demonstrate their language skills. 3 Communicative Approach in English Teaching Vocabulary is

21、 the key to language learning, no words, no language. Therefore, vocabulary learning is a prerequisite for 6students to learn English. Issued by the State University English teaching requirements, the students after two years of study at the University should be asked to master the 4500 words and 70

22、0 phrases. In the actual study, students were generally reflected the large amount of vocabulary, usage, lack of regularity, although they spend a lot of time to memorize the words, but had little effect. Therefore, study how to learn vocabulary, how to improve the learners vocabulary has great sign

23、ificance, thats also the problem what teachers and scholars urgent need to address. Vocabulary learning is a long-term process of accumulation; only through classroom learning is not enough. Mastery of the vocabulary and the vocabulary of the students inevitably there are individual differences, a u

24、nified vocabulary teaching is difficult to meet the students own needs. Thus, training the students independent learning ability, culture vocabulary learning strategies is the key to solve the problem. The arrangements for this kind of teaching students learn independently, and in accordance with in

25、dividual differences to select the articles of moderate difficulty, monitoring and evaluation through classroom report, the independent learning ability to help students to achieve the transition to 7independent learning to rely on teachers. Its uniqueness lies in that the students can choose a cert

26、ain range of vocabulary learning, more appropriate to their existing level of learning. This also conforms to the current knowledge economy on the talents of the demand - the cultivation of independent innovation capability. Due to scientific and technological progress has brought the rapid update o

27、f the knowledge, the challenges faced by the students is no longer just how much knowledge is more important is to have independent access to the ability to update their knowledge, independent thinking and innovation skills. The vocabulary teaching is a complex process of teaching, it includes the s

28、pecific problems of vocabulary teaching ideas, methods, skills. Teaching purposes, students of different ages, with teaching materials vary. The theory of communicative teaching with the new outline, the emergence of new teaching materials has been an increasing number of foreign language teachers t

29、o understand, accept. Communicative Approach is the majority of foreign language teachers consciously applied to teaching practice, but also withstood the test of practice of teaching. To teaching vocabulary and language use of teachers teaching in vocabulary combination of classroom arrangements to

30、 be flexible, so that 8learners experience and gradually master the vocabulary, we must ensure that the basics of learning and consolidation in the plot or scene locale, but also to ensure that the needs of the students language skills training and communication activities. 4 Communicative Approache

31、s in Oral English Teaching 4.1 pair work Two activities is to train students to flawless, and the appropriate exchange of a teaching and learning activities r, there are three main forms: one is the open pair with another student, a student in the arrangement of teachers in the classroom engage in a

32、 dialogue that the other is clos e-pair, that is, at the same table activities, both dialogue the third called flexible pair (free combination), this pair work will make the activities more interesting, because the students are free to choose partners of these three forms the pair can work the use o

33、f oral teaching activities at different stages in the oral classroom, teachers should be flexible and appropriate use of these three forms, for teaching Communicative Admittedly, in the process of the two activities, the teacher first, to play a supervisory role, pay attention to listen to the dialo

34、gue of different send teams, to pay attention to the mistakes of 9students, generally do not interrupt the two men talk, serious errors should be pointed out in the session after the event or before the start of the next class and to attract attention, repeatedly practicing two is to play the role o

35、f troubleshooting who provide help and feedback 4.2 group work Group activities, language communication activities to promote language acquisition and effective means of group activities can reduce the anxiety students may have to participate in language communication activities, so that they show g

36、reater enthusiasm for learning and creativity In addition, the group so that students aware of the aspects of the interaction between the students coordinate flexible combination with the participation of teachers is no longer indicative intervention, but the arbitrary and irregular access, it will

37、be limited to conversation rather than to teach the resulting language can be for the acquisition of useful materials to provide the necessary but active in group activities, does not mean the teachers role can be reduced, do a good job in the group activities, the key lies in the leading role of th

38、e teacher teaching experience informed 4.3 role play 10Using the communicative approach to spoken language classroom, role-playing activity is to use a role-playing activities are often composed of several short plot, the plot can be realistic, it can be a virtual role-playing the most basic require

39、ment to use virtual character interpretation improvisation role-playing can be very simple, their improvisation by the high degree of control is usually a role-playing drama scenario role and vocabulary of students performing scenario consists of three parts in specific operations teachers should ex

40、plain in detail the scenario because the students always in a certain socio-linguistic scenario, the language form will vary depending on the context changes its meaning, the discourse unit that contains a form of language must be consistent with the social situations they use only for the people to

41、 accept any oral or written information expression of the form of tone and acceptable to a large extent depends on linguistic factors outside so the teacher must try to provide students and to create a true realistic verbal communication scenarios for the role of student regulations and introduced some of the background of the role, students left the room for free play in order to arouse students curiosity and increase their interest in learning, and promote the