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摘 要交际教学法源于人类语言学家和弗斯派语言学家。他们认为语言最重要且首先是一种交际体系。语言教学的目的是目标语的交际能力。语言课程的内容包括语言意念和社会功能，而不仅仅是语言结构。交际教学法以学生为中心。在课堂上，学习者可以用英语进行流利的交流。所学的知识可以得到准确的应用。同时也培养了学生的交流能力。这种方法帮助学习者克服不敢说的障碍和焦虑心理。40708
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毕业论文关键词：交际教学法；初中英语教学；交流能力
Abstract
Communicative Approach (CA) grew out of the work of American authropological linguists and Functional linguists who view language first and foremost as a system for communication. It is assumed that the goal of language teaching is learner’s ability to communicate in the target language. It is also assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures. CA is a method that students are centered in the class. In the class, learners can communicate fluently with each other in English. What they have learned can be used accurately. The communicative ability can also be trained. The approach helps learners overcome the obstacle of daring not to speak and anxious psychology.
Key words:CA; teaching English in middle school; communication ability
Application of Communicative Approach in English Teaching in Junior High School in Rural Area
Contents
摘 要 1
Abstract 1
I. Introduction 3
II. Current Situation of English Teaching in Rural Junior Middle School 5
2.1 Teaching Idea 5
2.2 Atmosphere of Classroom Teaching 6
2.3Teaching Modes 7
2.4 Guiding Strategy 9
2.5 Training of Consciousness and Ability of Cultural Communication 9
III .The Difference Between CA and Traditional Approaches 10
3.1The Advantage and Disadvantage of Traditional Approaches 10
3.2 The Advantage of CA 11
3.3 Integrating CA with Traditional Approaches 12
IV. The Application of CA in Rural Area 12
4.1 The Application of CA in Warming-up 13
4.2 The Application of CA in Presentation 13
4.3 The Application of CA in Practice 14
V. Conclusion 15
Bibliography 17
Acknowledgements 18
I. Introduction
Communicative Approach (CA) is regarded as a new method in language learning, which is applied in many aspects of language acquisition. CA grew out of the work of American authropological linguists and Firthian linguists, who view language first and foremost as a system for communication. It is assumed that the goal of language teaching is learner’ s ability to communicate in the target language. It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures. Students regularly work in groups or pairs to transfer (and, if necessary, negotiate) meaning in situations where one person has information that the others lack. Students often engage in role-play or dramatization to adjust their use of the target language to different social contexts. Classroom materials and activities are often authentic to reflect real-life situations and demands. Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and perhaps also writing. The teaching role is primarily to facilitate communication and secondarily to correct errors. The teachers should be able to use the target language fluently and appropriately. The linguistic theoretical basics of CA are listed as follows.