1、遼寧師范大學(xué)碩士學(xué)位論文論交際教學(xué)法和傳統(tǒng)教學(xué)法在中學(xué)英語(yǔ)課堂中的結(jié)合姓名：薛銳申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：學(xué)科教學(xué)（英語(yǔ)）導(dǎo)教師：陶揚(yáng)20090301On the Integration of Communicative and Traditional Approaches in EFL Classroom in Middle SchoolAbstractFor long time, English teaching in China has been dominated by a teacher-centered, book-centered, grammar-translation meth

2、od and an emphasis on rote learning. With the rapid development of Chinas economy and further opening to the outside world, the traditional English teaching has been far from enough to meet the demand of students and adapt to the further economic development. However, the result of teaching English

3、only using the communicative approach has not gained the expected results since it was introduced into China in the 1990s.In an attempt to find out what are the most adaptive teaching approaches for Chinese students in secondary schools, in Chapter Two of this thesis, the author first analyzes some

4、characteristics and the inadequacies of the traditional English teaching methods, and then discusses the basic principles and theories of the communicative approaches, and makes a comparison between the characteristics of the two classroom teaching methods systematically. Then in Chapter Three the a

5、uthor sets out the ways of the long-term use of traditional teaching methods, and demonstrates the impact caused on the English teaching in Chinese middle schools.In Chapter Four the author makes an investigation on the situation of English teaching and learning in three middle schools in Benxi. Fro

6、m the responses of 214 students(112 female; 102 male) and 22 teachers(17 female; 5 male) to the questionnaires, we can see that there are five obstacles in applying communicative approaches in the Chinese educational context.In the Chapter Five of the thesis, I put forward the suitable methods for s

7、econdary school students to learn English: Integrating communicative approaches with traditional approaches. And I specialize the specific measures of integrating communicative approaches with traditional approaches.Key Words: Integrate; Communicative Approaches; Traditional Approaches學(xué)位論文獨(dú)創(chuàng)性聲明本人承諾：

8、所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下所取得的研究成果。論文中除 特別加以標(biāo)注和致謝的地方外，不包含他人和其他機(jī)構(gòu)已經(jīng)撰寫(xiě)或發(fā)表過(guò)的研究成 果，其他同志的研究成果對(duì)本人的啟示和所提供的幫助，均已在論文中做了明確的聲 明并表示謝意。學(xué)位論文作者簽名：學(xué)位論文版權(quán)的使用授權(quán)書(shū)本學(xué)位論文作者完全了解遼寧師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，及學(xué)校 有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交復(fù)印件或磁盤(pán)，允許論文被查閱和借閱。本文 授權(quán)遼寧師范大學(xué)，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)并進(jìn)行檢索， 可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文，并且本人電子文檔的內(nèi) 容和紙質(zhì)論文的內(nèi)容相一致。保密的

9、學(xué)位論文在解密后使用本授權(quán)書(shū)。學(xué)位論文作者簽名：篇指導(dǎo)教師簽名簽名日期：AcknowledgementsI would like to express my deep thanks to Professor Tao yang, my supervisor. My thanks to her go far beyond her supervision of my graduation thesis. It is she, more than anyone else, who arouses my interest in the study of English teaching. It is s

10、he who encourages me and leads me to the treasure kingdom of language teaching. Her lectures provide a turning point for my research interest and offer an aim of my whole life. She is the person whom I greatly admire.I would also like to thank her for her support and encouragement.Chapter One Introd

11、uctionIt is well known that language is the tool of communicating, and language teaching is not only teaching students how to master grammatical points and analyze sentence structures. The goal of language teaching is developing what Hymes (1972) qallled communicative competence, and it includes: kn

12、owledge of using and responding to different kinds of speech occasions, such as requesting, apologizing, giving thanks and inviting; knowing how to use language correctly. Nevertheless, tiiere are many controversial views of how Chinese English teachers can teach English efficiently in secondary sch

13、ools.1 1 Stating of the objectivesChina is a country of a history of over seventy years of English teaching and learning. Traditionally, English teaching in China is dominated by a teacher-centered, book-centered, grammar-translation method, audio-lingual method and an emphasis on rote learning (Zha

14、ng Zheng-dong, 2000). These traditional methods reflect the typical Chinese classroom where learning and teaching English; that is, most of the interaction in the classroom is from the teacher to the students. Earlier in 1981, the State Education Development Commission (SEDC) issued the national uni

15、fied syllabus which was structure-based and set language knowledge as the main teaching goal for students in order to lay a solid foundation for further studies. Under this guidance, 87% of teachers in chinas middle schools used the traditional method in the late 1980s (Zuo H, et al,1990, p.40). The

16、 teachers concentrated on grammar and sentence sfructures. After several years of learning English, the students might have grasped many grammar rules and learned how to analyze sentence structures, but they remain at a loss when they meet English native speakers. Students became almost deaf and dum

17、b，and had little ability to speak and understand English.Since 1979，English teachers in China have become gradually aware that they need to renew their English teaching methods. Built on modem Western English language study method and existing Chinese educational context, teachers have started a ser

18、ies of experiments to give English-as-a-Foreign-Language (EFL) students chances to communicate with each other and the teacher in the classroom and, thus, to develop their English communicative competences. However, the result of teaching English only using communicative approaches didnt gain the ex

19、pected results. When it was introduced into China in the 1990s，it met great resistance. Chinese English learners strongly inconsistent with the communicative approaches. In 1992 the SEDC introduced a functional syllabus, in which the communicative functions were listed. In the same year，cooperating

20、with the British Longman, the SEDC published a new textbook series. The syllabus and the textbooks called for the English teachers to teach English using communicative approaches in classrooms. However, because the method was new in all aspects, it met great resistEHCC from tlic beginning. Many teac

21、hers have tri to change the dominant teaching procedures but quickly get frustrateid, lose their initial enthusiasm, and acquiesce jo tradition (Campbell&Zhao, 1993). The students refused to sit in a circle and speak English to each other and did not like inventing conversations or playing communica

22、tion games. They insisted on attending lectures on intensive reading and grammar and on taking conventional exams (Rao, 1996). Thus the teachers thought that it was unreasonable to use communicative approaches because China had its special characteristics.1.2 Stating of the problemDuring my investig

23、ation in three middle schools in Benxi; No. 12，No.26 and No.27 Middle schools, I have found the English teaching there is still controlled by the traditional English teaching method. The communicative approach is still only used in some priority classes between times, where most students are good at

24、 English. In the classroom in those schools, most of the interaction is from the teacher to the students and there is little student interacting initiatively. While many students can often pass English examinations with very high grades after many years of learning English, they are poor at using th

25、e language. Although some teachers become aware of the importance of English communicative competence and try to teach English by using the communicative approach in English class, the students have not reacted actively to the communicative approaches. This case forces the teachers to back to the tr

26、aditional English teaching approaches.Who should pay for this phenomenon? Do we have to cast away the traditional grammar-translation method wholely to make our students develop English communicative competence? What should we do to on earth? To answer these questions, my thesis will first review th

27、e characteristics of the traditional approaches and communicative approaches and the differences between them. The limits and the advantages of the two approaches are both mentioned. In Chapter Three, it presents the characteristics of Chinese students learning styles which still influence their lea

28、rning English, and an analysis of the reasons for the characteristics. In Chapter Four, it describes the present situation of the teaching and learning in three middle schools in Benxi: No. 12, No.26, No.27 Middle Schools, critically analyzing of teachers and students answers to questionnaires condu

29、cted by 218 students and 25 teachers. Then it describes five troubles in using communicative approaches in a traditional Chinese educational context according to the present educational situation in Benxi, such as, non-native teachers, the national examination, large class sizes, the traditional pra

30、ctice and motivation. In Chapter Five，it lists three ways of integrating communicative approaches with the traditional approaches, which the author has used in EFL classrooms, that is, using the PPP framework; reducing the amount of the teachers talk in EFL classrooms and making the best use of pair

31、 and group work. After analyzing the students teaching and learning, this thesis indicates that it is most appropriate to integrate communicative approaches with the traditional approaches in Chinese educational context.Chapter Two Traditional approaches and communicative approachesAs to English tea

32、ching in China, the traditional approaches mainly refer to the grammar translation method and the audio-lingual method. Communicative approaches are based on Chomskys theory that the nature of language is creative in substance, and that through using language we gradually develop our knowledge of gr

33、ammatical structures, that is，our linguistic competence.2.1 The traditional approachesIn the grammar translation method, students learn grammar and vocabulary so as to translate texts. In the classroom, the teacher uses mother tongue to interpret the grammar and vocabulaiy in the text to the student

34、s and assists the students to translate it This method is based on the idea that language consists of words (vocabulary) and that language varies in the light of rules (grammar). When students grasp them, they can then do well in English. This method is very useful for academic work and for passing

35、written exams, but it is less useful if students need to use English in everyday life (Baker & Westmp, 2000). Though the grammar-translation method is out of date, students who are used to it might still get benefit from it. For instance, in generalChinese students have great interest in sentence st

36、ructures and linguistic details when they are studying a foreign language. We would like to know what happens, because if we understand the system, we can use English more effectively (Harvey 1985). Thus teaching English in China, proper grammar analysis is necessary, especially for language beginne

37、rs. Limited use of translating of the target language is an essential part of teaching. Vocabulary practice and sentence patterns are also means of students being familiar with sentence structures. This indeed helps learners acquire linguistic competence.The audio-lingual method stresses on the act

38、of repeating, which is based on the idea that all skills develop through practice. Language consists of the skills of reading, listening, writing and speaking, and students leam English by practicing these skillsCBaker & Westrup， 2000). The aim of the audio-lingual method is to assist students use E

39、nglish in daily life rather than leam about grammar and vocabulary. The skills of speaking and listeningis very important in it. Writing and reading are at second place. In class, teachers and students try to use English all the time. Translating is discouraged Students develop their language capabi

40、lity by making responses repeatedly to the teachers prompts. By this means, students are able to leam phrases and dialoguesby heart. Language labs are effective for students to listen and repeat. This method is excellent for students speak out sentences correctly and pronounce words well. But the au

41、dio-lingual method has its own disadvantages also,they are: students may not get what they are repeating all the time correctly students are not able to respond in their own way teachers might be insure enough to speak English throughout the class its less useful for advanced learners2.2 Basic princ

42、iples and theories of communicative approachesCommunicative language teaching is based on Chomskys theory that the nature of language is creativein substance and that through using f language we gradually 4evelop our knowledge of grammatical structures, that is, our linguistic competence. Due to thi

43、s kind of structural knowledge, we can get unlimited varieties of sentences. In this theory, speech is extremely important. Nevertheless, for Hymes and other linguists this point of view on language was finite and abstract. Now that we use language for communication, they said, we must concentrate o

44、n what we use language for, for expressing certain functions (e.g. asking, giving) and certain views (e.g. direction, time). That is, since we use language in a social context we must not only can me it skillfully and correctly but it should be proper for the roles we play in. The grammar-translatio

45、n method considers reading and writing as primary, while communicative language teaching attaches importance to speech. A practical knowledge of using a language is regarded as important as knowing forming the sentence structures.The theories of learning language by using communicative methods are r

46、ather inexplicit. There are different schools of thought on this problem. One of them is Krashens differentiation between acquisition and learning, where acquisition refers to the unconscious learning of a foreign language, just like young babies learning her mother tongue, while learning means that

47、 we monitor our language input and output consciously. Mistakes in this method of language learning are not considered as something wrong but necessary steps on the road leading to reaching an intermediary stage called inter-language. Due to this theory, we should offer our students tremendous oppor

48、tunities to practice using the foreign language to make progress via several stages just like a young childs learning his native language. By this means, some errors will be self-correcting at last.According to Jack C. Richards, the communicative approach is an approach to a second or foreign langua

49、ge teaching and learning which thinks that the final aim of language learning is communicative competence. The communicative approach has been developed in particular by British linguists as one which is away from grammar-translation approaches such as listening comprehension, oral form. The teachin

50、g materials which are used often.are used to teach the language which isneeded to express different kinds of functions, such as asking, giving, persuading, etc. are based on an ideal outline or some other communicatively organized syllabus. stress the importance of situation to use a language to ful

51、fil a variety of tasks, e.g. to solve problems, to get information, etc.2.3 The differences between communicative approaches and traditional approachesIn language teaching, Wang Maojin (2001: 24-25) distinguishes traditional approaches from communicative approaches by contrasting plenty of character

52、istics of them. He presents the differences between communicative approaches and the traditional approaches in his book Studies of English Teaching and Learning in China as follows:Focus on learning 一 traditional approaches focus is regarding the language as a structured patterns of grammatical syst

53、em; communicative approaches concentrate on communicating.Concern of language items traditional approaches are concerned about language standard only; communicative approaches base its concern on students need for the things to be done.Order of language items traditional approaches stress the langua

54、ge environment;communicative approaches emphasis is on content, meaning and interest.Coverage of language used traditional approaches aim is to cover the whole languagestructure by linear progression; communicative approaches cover the students needsalone.Style of language used traditional approache

55、s are often the use of formal and written; communicative approaches stress the real everyday language.A standard of success traditional approaches try to have students make up formally correct sentences; communicative approaches have students communicate according to the context ftilly.Emphasis on l

56、anguage skills traditional approaches pay special attention to reading and writing; communicative approaches pay more attention to oral language interaction than reading and writing.Teachers or Students role 一 traditional approaches regard incorrect expressions as departure from the standard grammar

57、 patterns; communicative approaches dont consider partially correct and incomplete expressions wrong simply.Similarity or differentiation to natural language learning 一 traditional approaches revert the learning process by focusing on the form of expressions rather than on the content; communicative

58、 approaches resembles the natural language learning process for it stresses the content of the expressions rather than the form of it.Chapter Three Characteristics of traditional education in China and its effect on English teachingIn the past few years, both Chinese and Western researchers of EFL t

59、eaching in China are puzzled with the same phenomenon: Why the communicative approach met great resistance from Chinese learners of English, though it has been successful for long in the west?，To answer this question, researchers have carried out a large number of observations of classroom activities, most of whom are interested in teachers preparation activities before class. But actually the real