中文摘要：交际法语言教学在我国的中学英语教学中日益占据着主导地位，也出版了大量相关文献。然而必须指出的是，大多数人所做的探讨是在把英语作为第二语言的前提下进行的研讨。众所周知，英语论文题目，英语在我国没有取得官方地位，英语在日常工作和生活中运用场合极少。同时，汉语和英语属于异同较大的不同语系。两种语言都具有强大的历史文化优势，都具有强大的生命力。换句话说，就语言演变的一般规律而言，不管过去、现在还是将来，英语在中国都只能是一门外语(或主要外语)，而不是第二语言。我国的大多数地方严重缺乏学习英语的语言环境，学生不可能在自然环境下习得英语。因此，我们还不能将英语作为第二语言进行教学。
本文从有关交际英语教学的文献探讨入手，在理论和实践两个层面上，紧紧围绕英语作为外国语这一特点，结合国内中学英语教学，研讨符合中国国情，体现时代特色的交际教学理念。针对中学英语课堂教学的近况，英语论文范文，对一些似是而非的观念提出质疑。文中指出一味强调交际能力的培养而忽视语言能力，是不够实际的。强调在培养语言能力的基础上培养交际能力。与此相适应，对传统教案只注重教学内容，不重视把握教学流程的弊端，进行了修正。使教案具有可操本英语毕业论文由英语论文网/作性，从而对如何实施交际法教学有所启发。
本探讨希望能够帮助中学英语教师走出误区，做到兼收并蓄。跳出传统教学的束缚，使教学不仅具有知识传递的功能，而且具有活动的功能，充分体现学生的参与，使学生有机会在课堂环境下习得英语。进而体现交际英语在实际教学中的运用。
Abstract
Communicative Language Teaching has been the focus of English teachers
and linguists for a long time. However, most of them have made researches
on condition that English works as a second language. As is known to all,
English hasn't gained official status in China. On most occasions people
don't use English as the main communication vehicle. English and Chinese
belong to different language families. These two languages both have
strong historic and cultural advantages and both present strong vitality. In
other words, according to the general rule of language evolution, English
can only work as a foreign language or main foreign language, not a
second language. In most parts of China, students lack appropriate
linguistic settings, and so it's impossible for students to acquire English
naturally. From above, we may come to a conclusion that we can't teach
English as a second language.
This thesis makes an effort to incorporate English teaching practice in
middle school with modern Communicative Language Teaching. It also
casts doubt upon some specious concepts and points out that it's not
realistic to overstress communicative competence while underestimating
linguistic competence. In agreement with this, this thesis tries to renovate
the traditional teaching plans. As we adopt a new teaching theory, teaching
plans should not only convey linguistic knowledge, but also be operational
and edify teachers.
This thesis aims at helping middle school teachers out of some
misunderstanding about Communicative Language Teaching and learning
from others' advantages to offset our own weakness. Try to leave more
room for teachers' individual practice. Teaching should not only convey
knowledge but also strengthen students' creativity and imagination.
Students' participation should always be in the first place and teachers
should try to provide more opportunities for students to acquire English in
class. In that sense we can say that communicative teaching theory has
found its place in China.
Keywords: CLT, foreign language, participation, operational
Contents
Abstract
Abstract
Contents
(Chinese)
(English)
Introduction
Chapter 1 Literature Review
1 .1.Communicative Language Teaching
1 .1 .1 CLT Approach---View of Language and Learning
1.1.2 The CLT View of Language and Learning Seems to Ignore
1 .1.3 The Feature of Communicative Language Teaching、
1.2. Informal and Formal Approaches to Communicative Language Teaching
1.2.lAcquisition and Learning
1.2.2Acquisition
1.2.3 Learning
1.2.4Informal and Formal Approaches |
