语法翻译法与交际教学法在英语教学实践中综合运用

中国英语教学在过去的30年里取得了稳步的发展。但是,英语教学现状仍然不为乐观,也不能满足我们国家政治和经济发展的需要。大部分的中学毕业生在完成了900个学时的英语学习之后,仍然觉得用英语交流很困难。这种现状说明以教师为主,课本为中心的语法翻译法,听说法等传统的英语教学方法已远远不能满足目前的需要。同时整个世界的英语教学在理论和实践上都有了明显的发展,人们普遍达成了共鸣——学习英语是为了有目的交际。因此,交际法开始在很多国家实施,中国也步入其中行列。笔者在分析了中国英语教师在用交际法进行教学过程中面临的很多障碍后,提出把交际法和传统语法教学结合起来。接着设计了两个课堂教学模式——阅读课堂模式和听力课堂模式,辅助于现代多媒体教学手段,力图在这两个模式中融合传统英语教学与交际英语教学的优点,培养学生听、说、读、写的综合能力。文章在结论中指出,在中国这个大环境中,英语教师在注重传统教学的强项时,也应充分利用交际语言教学的优点。除了先容和结论部分,论文正文共分4章:先容部分扼要分析了目前我国英语教学现状,并先容了英语交际教学法的背景和本文的写作目的。第一章进一步分析了目前我国英语教学现状以及交际教学法在应用过程中碰到的障碍。第二章对两种教学法—交际法和语法翻译法的理论作了先容,揭示了这两种教学法的理论依据,对比了他们的基本特点及其教学目标,为第三章的教学模式设计提供理论支持。在第三章中,作者设计了阅读课堂教学与听力课堂教学两种模式,即包含了以交际教学法为基础的策略,又有以语法翻译法为基础的教学策略,扬长避短,取其所长。第四章分析讨论两个模式的问题与不足。在结论中,笔者指出:在中国这样一个大环境下,传统英语教学法不能丢。它与交际教学法相结合,借助于现代高科技多媒体技术,能够创造出适合中国课堂的英语课堂模式。【关键词】：语法翻译法交际教学法多媒体辅助教学课堂教学模式
【论文提纲】：Abstract4-6摘要6-10Introduction10-13Chapter1TheCurrentSituationofEnglishTeachinginChina13-301.1StatusquoaboutTeachingEnglishinChina13-221.1.1Teachers’DifferentRolesandStudents’InitiativeandEnthusia14-151.1.2Fluency,notJustAccuracy15-161.1.3UseofTargetLanguageandFirstLanguage16-181.1.4AdoptionofMultimedia18-201.1.5WeaknessesofPresentUseofEnglishTextbooks20-221.2PresentSituationofEnglishTeachingApproachesinEnglishClassroom22-251.2.1AdoptionofGrammar-TranslationMethod22-231.2.2AdoptionofTask-BasedApproach23-251.3ObstaclesinApplyingCommunicativeLanguageTeachinginChina25-301.3.1CurrentEducationalSituationanditsEffectonEnglishTeaching251.3.2LackofQualifiedEnglishTeachers25-261.3.3LackofOralTestinNationalExaminationandCollegeEnglishTest(Band4)26-271.3.4LackofAuthenticMaterialsandEquipment27-281.3.5LargeClassSize281.3.6InherentWeaknessofCommunicativeLanguageTeaching28-30Chapter2AnalysisofApproachesandMethodsPrevailinginPresentClassroomTeaching30-442.1Grammar-TranslationMethod30-332.1.1IntroductionofGrammar-TranslationMethod30-312.1.2AdvantagesofGrammar-TranslationMethod31-332.2CommunicativeTeachingApproach33-382.2.1IntroductionofCommunicativeTeachingApproach342.2.2TheCommunicativeCompetence34-372.2.3DevelopingFluency372.2.4TwoFalseNotionsabouttheNatureofCommunication37-382.3ApproachesinTeachingReading38-402.3.1Bottom-upApproach38-392.3.2Top-downApproach392.3.3InteractiveApproach39-402.3.4SchemataTheory402.4ApplyingCAIinLanguageTeaching40-44Chapter3ModelsofClassroom-BasedTeachingonIntegratedReading44-643.1TeachingReadinginEnglishClassroom45-533.1.1ThreeStagesofReading(Pre-reading,While-reading,andPost-reading)453.1.2PedagogicSkillsorStrategies45-473.1.3ApplyingAnnotationtoReadingComprehension47-523.1.4WhatTeachersShouldDoinReadingClass523.1.5Discussions52-533.2TeachingListeninginEnglishClassroom53-573.2.1PotentialObstaclesinListening533.2.2TeachingProcedures53-553.2.3TheWhile-ListeningStage55-573.2.4ThePost-ListeningStage573.3TurningPost-listeningActivitiesintoOralPractice57-623.3.1StrategiestoMakeStudentsActiveinOralClass58-603.3.2RepetitionandReproductionofaCertainNumberofTypicalDialogueModes603.3.3TextSummarizingandRetelling603.3.4Role-playinPairs/Groups60-613.3.5VocabularyEnhancementtoInitiateStudents’InterestandEnthusiainSpeaking61-623.4TheTeachers’RoleinOralClassroom62-64Chapter4PedagogicalImplicationandExistingProblemsUnderlyingtheTwoModels64-694.1FeedbackofReadingModelanditsWeaknesses64-664.2FeedbackofListeningModelandOralAssesentintheTerminalExams66-674.3DevelopingLearnerAutonomyOutsidetheClassroom67-69Conclusion69-71Bibliography71-74Appendix74-80Acknowledgements80