摘 要
随着教育的不断深入发展，中学生英语教学活动内容中越来越来重视学生的英语口语表达能力。因此，结合中小学口语教学的实际情况，教师在英语教学活动中引入了交际教学法。交际法突出口语的交际性，能激发学生的主观能动性和内在交际动机，英语论文网站，使学生能有目的、创造性地应用英语口语表达自己的思想感情，最终获得和提高自身的交际能力。作者以文献资料为基础，介绍交际法教学产生的背景、理论基础及特点，通过实际调研等探讨方式发现中学英语课堂教学中存在的问题。如：课堂教学仍以教师为中心，英语论文题目，课堂缺少互动交流，学生学习的积极性不高。针对这些主要问题，作者结合教学实践，提出通过中学英语课堂教学提高中学生口语交际能力的有效措施。如：建立以学生为中心的教学模式、增强学生之间的互动交流、培养学生跨文化交际能力等。笔者希望这些教学措施，能有效提高学生的口语交际能力，帮助提高中学英语口语教学效果。
关键词：口语交际能力；课堂教学；交际法
Abstract
In order to adjust to the new situation of the development of Middle education in China, English teacher has been researching and exploring more effective methods to improve learner’s oral English abilities. Therefore, combined with the actual situation of the middle school oral English teaching, the teacher introduced the Communicative Approach into the English class teaching activities. The Communicative Approach could stimulate the students’ subjective initiative for communication. It can help students express their thoughts and feelings objectively and creatively. As a result, students could finally gain and improve their communicative competence. In this thesis, the author firstly made a brief review of the characteristics of Communicative Approach. Next the author made a questionnaire to find what hides the oral communicative competence of middle school students in current English teaching. Finally, some effective teaching methods are introduced to improve the oral communicative competence of students based on both Communicative Approach and teaching practice. By pointing out the highlights of the Communicative Approach and analyzing its characteristics, the author hopes to verify it is a useful method in improving the efficiency of oral English teaching in middle school.
Key words: oral communicative competence; classroom teaching; Communicative Approach
1 Introduction
As we all know, one of the important aims for learners to study foreign language is able to communicate with it in real communication situation. The fact is, however, the English competence; especially the oral English competence of today’s middle school students is not as good as expected. We all agree that in order to improve students’ oral English, it is needed to take real action from the basic level. However, for the traditional English teaching method, most of the class time is spent on the teachers’ explaining, thus in the teaching-centered classroom, it is lacking of both teacher-student communication and student –student communication. What’s more, the students lack the chances to practice what they have learned so they become passive receivers. Therefore, it is necessary to find a more effective way to replace the dominant traditional teaching method in middle school English teaching classroom.
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