互動式語言教學(xué)方法在初中學(xué)英語教學(xué)中的應(yīng)用

1、 . . . 本 科 畢 業(yè) 論 文題目：互動式語言教學(xué)法在初中英語教學(xué)中的應(yīng)用學(xué) 院:外 國 語 學(xué) 院專 業(yè):英 語學(xué) 號:5學(xué)生: 怡指導(dǎo)教師:雙 文 庭日 期:2012年5月21日XXIV / 24摘 要語言是交際工具，培養(yǎng)學(xué)生的交際能力是英語教學(xué)的最終目的。近年來，由于社會大力倡導(dǎo)培養(yǎng)學(xué)生的英語交際能力，使過去傳統(tǒng)教育普遍存在的“啞巴英語”的現(xiàn)象得到好轉(zhuǎn)?，F(xiàn)在流行的互動式英語教學(xué)法實現(xiàn)了以學(xué)生為中心，以教師為主導(dǎo)的教學(xué)理念，強(qiáng)調(diào)“師生互動”“生生互動”“師生與其它媒介的互動”的有機(jī)結(jié)合，真正提高了學(xué)生的交際能力，對英語教學(xué)有著重要的作用。本文首先從互動式語言教學(xué)法的定義、涵，在中國的

2、應(yīng)用研究，實施原則與與傳統(tǒng)教學(xué)法的對比等方面分析概述互動式語言教學(xué)法；其次，本文從英語課堂互動結(jié)構(gòu)流程與在不同教學(xué)階段的互動活動重點闡述了互動式語言教學(xué)法在初中英語課堂教學(xué)中的實際應(yīng)用，最后根據(jù)初中英語教科書Go for it!的容進(jìn)行了實戰(zhàn)模擬。關(guān)鍵詞：互動式語言教學(xué)法；初中英語教學(xué)；應(yīng)用AbstractLanguage is a tool for communication. As a result, English teaching should aim to improve the students communicative competence. In recent years,

3、the pastprevailing phenomenon of“Dumb English” in traditional classrooms has got a little change, for society highly advocates improving students communicative competence. Nowadays, the prevailing interactive language teaching approach is students-centered and teachers-guided, which emphasizes the p

4、erfect combination of “teachers-students interaction” “students-students interaction”“students and teachers-other media interaction”. It is of great significance for it can improve students communicative competence. First, the paper makes an overview of interactive language teaching approach, includ

5、ing its definition and intension, the researches on the application of interactive teaching approach in China, principles of interactive teaching approach.Then, by introducing the framework for English classroom interactive teaching and stages of interactive activities during teaching process, the p

6、aper has made a clear idea of the applications of interactive language teaching approach in junior middle school English teaching. At last, the paper gives a sample class based on the junior middle school English textbook.Keywords: Interactive language teaching; Junior Middle school English teaching

7、; ApplicationContents1 Introduction.12 An Overview of Interactive Language teaching.22.1 Definition and Intension of Interactive Language Teaching Approach.22.2 Researches on the Application of Interactive Teaching Approach in China.32.3 Principles of Interactive Teaching Approach.42.3.1Student-cent

8、ered.42.3.2Teacher as Initiator and Director.52.4 Differences between Interactive Teaching Approach and Traditional Teaching Method.53 Applications of Interactive Language Teaching Approach in Junior Middle School English Teaching.73.1A Framework for English Classroom Interactive Teaching.73.2 Stage

9、s of Interactive Activities during Teaching Process.73.2.1 Warming-up Activities.83.2.2 Presentation Activities.93.2.3 Practice Activities.103.2.4 Production Activities.103.2.5 Feedback Activities.103.3 A Sample Class.11Conclusion.12Bibliography.14Acknowledgments.15Application of Interactive Languag

10、e Teaching Approach in Chinese Junior Middle School English Teaching1 Introduction Nowadays, society is highly-developed. As a communicative tool, English is the most widely used language in the world. Since the reform and opening up, especially after the entry to WTO in 2001, China has been playing

11、 a more and more important role in the world. As a result, English learning in China has become more and more heated.The government pays much attention to classroom English teaching because of the fact that, for most students in China, learning English from their teachers in the classroom is the mai

12、n approach to English learning. During the past few decades, much progress has been made in English learning and teaching. For example, textbooks have been recompiled and updated; testing and evaluating systems have gradually shifted the attention away from the check of knowledge pointstowards liste

13、ning comprehension and communicative competence; new and advanced teaching approaches have been introduced and tried. Among them interactive language teaching approach is of great importance. As Wells (1981:29, 46-47) puts it, “interactive language teaching is a linguistic collaborative activity inv

14、olving the establishment of a triangular relationship between the sender, the receiver and the context of situation, whether the communication be in speech or writing.” About the application of interactive language teaching approach, however, there are still some problems existing in middle school E

15、nglish teaching and learning. It is important to find out the problems and the related causes. This paper focuses on analyzing the problems and the causes in the application of interactive language teaching approach in middle school English teaching in China and trying to find the corresponding stra

16、tegies.The paper consists of fourparts.Part one makes an introduction to the whole essay.Part two makes an overview of interactive language teaching approach, including its definition and intension, principles,researches on the application of interactive teaching approach in China , and differences

17、between interactive teaching approach and traditional teaching method. Partthreeintroduces the framework for English classroom interactive teaching and stages of interactive activities during teaching process to make a clear idea of the applications of interactive language teaching approach in junio

18、r middle school English teaching. Then gives a sample class.Part four draws a conclusion. It makes a summary of the main issues discussed in the paper and points out the significance of the application of interactive language teaching approach in junior middle school English teaching.2 An Overview o

19、f Interactive Language Teaching Approach2.1Definition and Intension of Interactive Language Teaching ApproachLange (1990:79) stated that “one of the goals of new foreign language curricula is to provide the occasions for the student and the teacher to find the discourse needed to negotiate both the

20、expression and meaning”. The communicative purpose of language impels us to create interactive classrooms. Then what is interaction?According to Brown (2001:159), “interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people resulting in a reciprocal effect on

21、 each other”. And Rivers (2000:6) says that “it is the interaction between teacher and students, students and teacher, student and student, students and authors of texts, and student and the community that speaks the language”. This highlights interaction in the classroom. Then how to apply interact

22、ion in classroom? In other words, what is interactive teaching approach?Interactive teaching is the term given to a style of teaching developed through research undertaken as a part of the learning in Science Project at Waikato University in the 1980s. According to Wells (1981:29, 46-47), “interacti

23、ve teaching approach is a linguistic collaborative activity involving the establishment of a triangular relationship between the sender, the receiver and the context of situation, whether the communication be in speech or writing”. As for interactive language teaching, it focuses on providing learne

24、rs with more activities to interact directly with the target language. To meet the demand, both the teacher and students will be in great change and challenge. It first requires the teachers high degree of indirect leadership, perceptiveness, emotional maturity, and sensitivity to the feelings of st

25、udents. At the same time students are required to be able to listen to others (the teacher and other students), to talk with others, and to negotiate meaning in a shared context and situation. In order to encourage the student to talk, for the sake of sharing ideas and opinions, cooperating towards

26、a single goal or competing for individual goals, not just producing language as an end in itself, classroom activities and tasks should be well structured. It will most likely be found:doing a significant amount of pair work and group workreceiving authentic language input in real-world contextprodu

27、cing language for genuine, meaningful communicationperforming classroom tasks that prepare them for actual language use “out there”practicing oral communication through the give and take and spontaneity of actual conversationswriting to and for real audiences, not contrived ones (Brown, 2001:81)In c

28、onclusion, interactive language teaching is (1) inclusive: everyone is expected to participate and to learn; (2) collaborative: everyone is expected to work together to achieve particular goals; (3) communicative: providing maximum opportunities for sharing and communication; (4) thought-provoking:

29、paying attention to enquiry, application of knowledge and problem solving.Actually, interactive language teaching approach is not a concrete model and it has no specific and fixed teaching procedures. In China, We have our own English teaching environments, a specified group of English learners and

30、different education and examination systems. Even the English teaching environments in primary schools, junior middle schools and senior middle schools differentiate each other. Thus, interactive language teaching approach should be based on the specified English teaching environments. This paper fo

31、cuses on middle school English teaching.2.2 Researches on the Application of Interactive Teaching Approach in ChinaMore and more educators in china have realized that classroom interaction is of great importance in developing students' communicative competence. And with some feasible ways intend

32、ed to make English teaching and learning more effective, educators actually have done much work trying to make some reforms on English teaching and learning.In 1989, based on a empirical study in English learning, Wang Qiang claimed multi-direction classroom communication as an important teaching pr

33、inciple.In 1993, Wen Qiufang, whose study holds a dominant position, classified elements of English learning into conception and strategies, representing interaction knowledge and interaction regulation respectively. Drawn from the experiment, she concludes that differences between a more proficient

34、 student and a less proficient student lie in their different performance in interaction. Usually, the more proficient student is superior to the less proficient one in interaction. In 1998, in order to release students from boring and burdensome English learning in traditional classroom, Ying and Z

35、hou carried out an experiment trying to test the effectiveness of student-centered teaching model. After more than one year's practice, it turned out to be rather successful and feasible since both teachers and students had reacted positively, and students had made great progress in language ski

36、lls. These are firm evidences of the effectiveness of student-centered teaching model . In 1999, under the condition of implementation of The New English Curriculum, which emphasizes student-centered, task-based interactive language teaching approach,Wang Qiang and Wang Lei began their researches on

37、 observing classroom behaviors and analyzing communicative patterns. In 2001,Chen Xiaoqiao, Li Baoqing and Zhang Hshishi made a study on interactional teaching from the sociological viewpoints, and even proposed some possible strategies to promote interaction between teachers and students. Moreover,

38、 Yan and Liu summarized the characteristics of native English-speaking teachers' teaching and analyzed their advantages of teaching in Chinese context, including language proficiency, life experiences and personality, which can create an authentic environment for students to practice their oral

39、English. In 2002, Guo carried out a collaborative teaching and learning experiment in oral English class between native English-speaking teachers and non-native English-speaking teachers trying to find a combination between them in China. After investigating Chinese students' views of communicat

40、ive and non-communicative activities and their difficulties in English classes, Rao found that Chinese students prefer a combination of communicative and non-communicative activities in class. And he suggested that students take part in various classroom activities in language teaching process, and

41、the teacher may help students understand the nature of the language, the function of the class, the roles of students and the teacher.In 2003, after an increasing series of communicative language textbooks being punished by the end of 1990s, interactive language teaching started to be accepted and t

42、eachers are encouraged to teach interactively and communicatively in class.2.3 Principles of Interactive Teaching Approach2.3.1Student-centered A "student-centered" classroom means more than allowing students to work in pairs or groups, to express themselves freely in classroom discussions

43、 or debates, or to make their own decisions in selecting. A genuine "student-centered" classroom is a democratically educational environment that enables students to develop their own critical thinking and learning styles equitably and freely. As a result, they can have a better understand

44、ing towards themselves with increased confidence and communicative competence, which can help them meet the diverse demands of school and life . Under the condition of student-centered principle, students are the foundation of instructional planning. Thus, when planning the lessons, the teacher shou

45、ld bear the real needs of students in mind and try to meet their demands. A student-centered environment is communicative and authentic, which trains students to work in small groups or pairs and to negotiate meaning in a broad context. In such a environment, students become positive and autonomous

46、learners, which accelerates the language learning process (River 1987:89).2.3.2Teacher as Initiator and Director Social constructivism claims that individuals are actively involved right from birth in constructing personal meaning. They don't passively obtain knowledge transmitted from others, b

47、ut actually construct their own interpretation based upon their past experiences and their interactions in the world. In interactive classroom, the teacher plays the role of an initiator or director, that is, to get students started, to guide them, to stimulate them to further and deeper communicati

48、on. The teacher's effective guidance can keep the interactive process flowing smoothly and efficiently whether in rehearsed or spontaneous language activities. A less directive role might be described as facilitating the process of English learning and making English learning easier for students

49、. The facilitating role requires the teacher to shift from the managerial role and allow students, with his effective guidance and gentle prodding here and there, to find their own pathways to success(Brown 2001:161).2.4 Differences between Interactive Teaching Approach and Traditional Teaching Meth

50、od Communication is the interaction among different people in a shared context. In traditional classrooms, there exists an invisible,imposing, and at times impenetrable barrier between students and the teacher. In interactive classrooms, the teacher and students demonstrate mutual respect and share

51、responsibility.The democratic and interactive teaching and learning process allows students to be active and autonomous learners, who can arrive at unexpected but desirable outcomes in such a context. Many significant differences between interactive teaching approach and traditional teaching method

52、can be seen in basic assumptions about knowledge, students and learning.Traditional ClassroomInteractive ClassroomCenterTeacher-centeredGrammar-centered Student-centeredActivity-centeredNature of the classThe teacher talks a lot while students are passive listeners and receivers.The teacher and stud

53、ents are interactive with each other.Classroom activitiesActivities only come after a long process of rigid drills and exercises, which are often uninteresting and rigid.Activities are varying and colorful, including discussion, debate, games, role-plays, etc.Classroom teachingThe teacher pours lang

54、uage points to students, which are passively received.Language teaching and learning are based on practical uses of the target language, with communication of meaning(in oral or written form), which is basic to language strategies and techniques.Teacher's roleDirector and controller in authorityController/assessor/organizer/prompter/participant/resourceLearner's involvementStudents work primarily alone and passively involvedStudents actively involved and interact with others.Organization & ManagementThe teacher is in