A Comparative Study of Situational Language Teaching and Communicative Language Teaching in Teaching Oral English Outline Thesis Statement: Using Situational Language Teaching and Communicative Language Teaching jointly in teaching oral English to freshmen majoring in international trade can get the best effect. I. Introduction II. Problems in teaching oral English to freshmen majoring in international trade A. Getting students involved in oral English class B. Contents to be taught in oral English course III. Brief introduction of SLT and CLT A. Situational Language Teaching B. Communicative Language Teaching C. Comparison of the features of SLT and CLT IV. Application of SLT and CLT in teaching oral English to freshmen V. Conclusion A Comparative Study of Situational Language Teaching and Communicative Language Teaching in Teaching Oral English I. Introduction The teaching of foreign languages has evolved for many centuries. Different teaching approaches and methods have been developed by linguists and language teachers, especially in the twentieth century. Chinese foreign language teachers and linguists also developed and introduced some teaching approaches to the teaching of English in China. Among the teaching methods practiced in China, Situational Language Teaching (SLT) and Communicative Language Teaching (CLT) are given most consideration and are advocated to complement or even replace the traditional Grammar-Translation Method. Teachers of foreign languages in China have realized the drawbacks of the Grammar-Translation Method and are eager to find a better substitute, but we should also be aware that new methods and approaches might have limitations. We should adapt new teaching approaches creatively to fit into our own teaching practices. The paper mainly concerns the proper application of the above two approaches in teaching oral English to freshmen majoring in international trade. II. Problems in teaching oral English to freshmen majoring in international trade There are two major problems in teaching oral English to freshmen majoring in international trade. One is how to encourage students to speak more English in the class, and the other one is what should be taught to them in an oral English course. A. Getting students involved in oral English class Motivations for freshmen in college to learn oral English are mostly ‘intrinsic’, that is, they are eager to learn ‘something useful and practical in English’ (from students’ response in my questionnaire to freshmen majoring in international trade) for their own sake instead of for passing exams, although it is a requirement that they attend the oral English course. They are bored of the traditional Grammar-Translation Method practiced by their middle school teachers of English, and are eager to experience something original to them in an oral English class, which may be a first-time experience for almost all of them in their English learning process. They have learned English for six years in middle school mainly for the purpose of passing exams instead of for communicating with others, and they are quite knowledgeable in grammar since they have to be good English grammar learners to be admitted by such a national key university. However, their fluency in oral English is much worse compared to their ability in writing, as we can see from the difference of reading a prepared written speech and improvising a much easier conversation. In fact，英语论文题目，英语论文范文 |
