|
communication teaching can thus be summarized as the following: 在英语交际教学中，英语毕业论文，实际上是以学生们为核心的课堂问答过程。教师是唯一的推动者，组织者，顾问和合作者。在课堂学习中，英语论文范文，学生们根据自己的亲身经历和与他人合作完成交际任务。A. In communicative teaching, the students are taken as the core of the classroom interlocution. The teacher is only a facilitator, organizer, adviser and the cooperator. In classroom learning, the students complete the communicative task according to their own personal experiences and cooperation with others. B. There is usually a core communicative task inside the classroom. Learning by communication motivates students to be active. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary. 教师和学习者很大程度上依赖于创造性的学习过程。教学和学习的全过程是动态并且灵活的。它依赖于过程中可以保持的一个稳定正确的方式，也依赖于教师和学生之间的密切合作。 C. Both the teacher and the learners rely heavily on the creative learning process. The whole process of the teaching and learning is dynamic and flexible. And it depends on the close cooperation between the teachers and the learners that the process can be maintained in a smooth way. D. CLT relies on the use of diversified information and tools within the classroom settings. Obviously, only Students’ Book is not enough for students to learn knowledge. Teachers must use more useful materials to improve the students’ integration capability. There are many ways to get learning materials. Gardner and Miller(2017,pp102-4) sum up a table about the material resources, including newspapers, magazines, user manuals( manuals from computers, video players and other kinds of equipment), leaflets and brochures( government departments, travel agencies, banks, etc.), foreign mission information (embassies, non-government agencies, etc.), international companies’ introductions and products, airlines and in-flight magazines, TV programs, radio programs, videos, lectures and speeches, native or near-native speakers, songs, letters and games, etc. Teachers should develop and utilize the resources. The development of CLT is closely related to the understanding of the nature of L2 teaching in classroom settings. As early as the late 1970’s, English teachers in China had realized the limitations of the traditional language teaching approaches, mainly the text translation approach of teaching. As is known to all, the generally-accepted traditional teaching methods include the translation approach and the test-oriented approach, both of which have long been regarded as useful methods to teaching grammar and syntactic rules. By using these methods, language teachers dominate the whole process of the teaching, almost leaving no room for classroom interaction. As a result, what the teacher has done in the class can not be effective in stimulating the interest of the students. The atmosphere is usually static. Active participation is not encouraged and consequently the students’ innovation ability in language process is to a large extent limited. They are proved to be less flexible in solving practical communicative problems. |
