中外英语口语教师交际法运用难点探讨

目前,中国大学生仍然学习着聋哑英语,并存在着一种普遍现象就是学生之间互相问好后,就不能够用英语很好地表达自己的思想及与人交流。上述问题的出现表明我们的英语教学存在着一个大的缺陷,即教师优先教授学生英语的语言结构,其结果导致学生既没有学到语言知识也没有学到语言的使用。同时,需特别留意的是在英语口语教学中,我们也忽视了学生的语言交际能力的培养。因此,出现了越来越多关于如何利用交际法教学来提高学生交际能力的讨论。本篇论文通过观察中国教师和外国教师应用交际法的过程并对其进行对比,以期发现是中国教师还是外国教师更能满足学生英语学习的需求。在找出中外教师交际法应用优缺点的同时,本文还探讨了他们在应用交际法过程中碰到的问题。结果论述了中国教师和外国教师在口语课堂上应用交际法的优缺点,并指出外国教师更能满足学生英语学习的需求。同时,中外教师在口语课堂上应用交际法的过程中碰到了五个方面的困难,即教育体系、英语作为外国语言的环境、文化传统及教师和学生自身的问题。本文还具体说明了引起这些困难的可能的原因,包括对知识和学习的不同观点,对教师角色的不同看法和对学生角色的不同理解。文章最后提出了克服这些困难的方法。【关键词】：交际法口语教师应用难点
【论文提纲】：摘要5-6Abstract6-12ChapterOneIntroduction12-161.1TheStatusQuoofCollegeStudents'OralEnglish12-131.2TheResearchQuestions131.3TheSignificanceoftheResearch13-141.4ResearchMethod141.5Delimitation14-151.6TheStructureoftheRemainingChapters15-16ChapterTwoLiteratureReview16-312.1TheoreticalFrameworkofCommunicativeApproach16-252.1.1DefinitionofCommunicativeApproach16-172.1.2CommunicativeCompetencefromVariousPerspectives17-212.1.3CommunicativeApproach'sTheoryofLearning21-222.1.4CharateristicsofCommunicativeApproach22-232.1.5TheAimsofCommunicativeApproach232.1.6CommunicativeActivities23-252.2RelatedNotionofCommunicativeApproach25-282.2.1AccuracyandFluency25-262.2.2ErrorandMistake26-272.2.3LearnerandTeacher27-282.edagogicalReviewsonSpokenLanguageTeaching28-312.3.1TheRelationshipbetweenReceptiveandProductiveSkills282.3.2TheNatureofOralCommunication28-31ChapterThreeResearchMethod31-373.1Subjects31-323.1.1Students31-323.1.2Teachers323.2Instruments32-353.2.1Questionnaires32-333.2.2ClassroomObservation33-343.2.3Interview34-353.3DataCollectingProcedures353.4DataAnalysis35-37ChapterFourResultsandDiscussions37-854.1Students'NeedsinLearningEnglish37-424.2ThePerformanceandComparisonofCAApplicationbyChineseandForeignTeachers42-554.2.1ThePerformanceandComparisonofCAApplicationbyChineseandForeignTeachers43-494.2.2AdvantagesandDisadvantagesofCAApplicationbyChineseandForeignTeachers49-554.3TheDifficultiesEncounteredbyChineseandForeignTeachersinApplyingtheCommunicativeApproach55-794.3.1DifficultiesinEducationalSystem60-694.3.2DifficultiesinEFLContext69-724.3.3DifficultiesinRelationtoCulturalTradition72-744.3.4DifficultiesasPerceivedbyLearners74-764.3.5DifficultieromTeachers76-794.4TheRootsoftheDifficultiesEncounteredbyChineseandForeignTeachersinApplyingtheCommunicativeApproach79-854.4.1DifferentViewsofKnowledgeandLearning80-824.4.2DifferentViewsoftheTeachers'Role82-834.4.3DifferentViewsoftheStudents'Role83-85ChapterFiveConclusion85-925.1MajorFindings85-865.2ImplicationsoftheStudy86-905.3LimitationsoftheStudy90-915.4SuggestionorFutureStudy91-92References92-96Appendices96-10ublications103-104Acknowledgements104-105Resume105