英语专业本科毕业论文.doc

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1、On application of Activities-based approach in English teaching Abstract：In todays rapid economic development, and the impact of globalization on the world, English as a language of communication has become an indispensable part of many of our official, governmental activities, documents, communicat

2、ion methods are the use of English;. Foreign trade also English as a common language, foreign exchange, international etiquette, letter correspondence, import and export documents, bank documents as well as the language and so on, all in English as standard common language; higher education in most

3、countries, universities have opened English language literature, only in China, there are more than one hundred universities in English or English with a relevant professional; computers and the Internet, is built on the basis of English, the language of the industry, is in English. In this context,

4、 developing countries need to cultivate people who have capabilities of listening, speaking, reading and writing .Therefore, English teaching position is increasingly important in todays society, it is related to the students English learning, and the use of English learning level of the whole socie

5、ty. Activities-based approach, with the center of activity, develop students ability to use language and communication skills for the purpose of the use of active teaching in English teaching, the use of language can provide a classroom environment for students to enhance their listening and speakin

6、g skills and self-learning ability, so as to improve students English language proficiency. It makes Activities-based approach absorbed educators and psychologists more and more attention.Key words：Activities-based approach, English teaching, knowledge; skill摘要：在经济飞速发展的今天，以及全球化对于世界各国的影响，英语作为一门交际语言已经

7、成为我们不可缺少的一部分.很多官方的、政府性质的活动、文件、交流方式都使用英语；外贸行业也把英语作为通用语言，外贸交往、国际礼仪、书信函电、进出口文件、还有银行文件语言等等，统统以英语作为标准通用语言；大多数国家的高等学府，大学院校，都开设英语语言文学专业，仅在中国，就有一百多所大学设有英语专业或英语相关专业;电脑和互联网，也是建立在英语的基础上，这个行业的语言，就是英语。在这个背景下，国家的发展需要听、说、读、写四会能力的人。因此，英语教学在当今社会的地位越来越重要，它关系到学生的英语学习，运用以及整个社会的英语学习水平。活动教育法以活动为中心，以培养学生的语言运用能力和交际能力为目的，在英

8、语教学中运用活动教学法，可以为学生提供运用语言的课堂环境，增强其听说能力和自主学习能力，从而全面提高学生的英语综合运用能力。这使活动教育法越来越得到教育家、心理学家的重视。关键词：活动教育法 英语教学 知识 技能 CONTENTS Introduction1II Definition12.1 Activity approach12.2 The development of Activities-based approach22.3 Learning activities3III. The main content of the activity approach33.1 A theoretic

9、al integrated33.2 Activity-centered43. 3. Activities balance5IV The application of Activities-based approach in English teaching64.1The examples of the activities-based approach74.2 The pattern of activities-based approach74.3 Suggestion for teaching problems in the activity approach10V. Conclusion1

10、1Notes12Bibliography13Acknowledgements14 IntroductionEnglish is the international language of the common. In order to learn advanced scientific knowledge in developing countries, to strengthen economic trade with all countries, the importance of English is easily obvious. However, the teaching metho

11、ds and teaching effectiveness of our school in China are worrisome. In the recent years people usually think the English condition of Chinese students as “mute English” or “deaf English”. Their English learning starts from the primary school, with a long period of seven years, eight years, or even 1

12、0 years, they still can not use English to make dialogue, can not understand when the Britain and Americans speak. The reason is that the exam-oriented education can cultivate students who are only good at examinations, overlooking to raise their overall quality. Activities-based approach may enable

13、 them related knowledge, further their skill In my opinions, language is a tool of communication; a learners mastery of a foreign language is ultimately measured not by how much he knows about it, but how well he can use it .therefore, classroom teaching should design class activities to facilitate

14、practice in various communicative functions of language and to get students really engaged in the meaningful use of the target language. II Definition2.1 Activity approachActivity approach, also known as activity-based teaching, is a new teaching method, generally refers to the teachers and students

15、 to gain knowledge of the process according to the teaching requirement to provide appropriate teaching environment for students, based on students physical and mental development of the extent and characteristics of settings, let the students according to their ability to participate in reading, di

16、scussion, games, learning tools operation to learn teaching methods or process knowledge. Characteristics of this teaching method is that students participate in activities, through auditory, visual, spatial perception, tactile and other collaborative activities under the command of the brain and ac

17、cess to knowledge. Activity-based teaching methods, teaching effect is significant classroom model called active teaching mode, also referred to as active teaching. 2.2 The development of Activities-based approach In the past two decades, the international foreign language teaching and research flou

18、rish, a variety of teaching modes coexist, different peaks protruding, contests, and all show. After a period of mutual collisions, compare, pick, began in earnest in functional communicative teaching ideas formed the outline of a movement of international communication, and the emergence of communi

19、cative approaches diversified situation. Communicative activity approach is a rising star in the family, it is a-coming, it caused watched foreign sector; Today, it has become more commonly used in the teaching mode, this is no accident. The activity-based approach has a long history in education. A

20、s Spain says: “ The principle of educating children through participation in life situation is as old as civilization itself.” John Duwey, the America educator is the forefather who brings “activities” into education. As early in 1897, Duwey stated that: “Education is life, a social process, and a c

21、ontinuing reconstruction of experience.” It demands that education provides opportunities for the information through a series of activities that make them actually function. Many educators recognize that the individual lives not only mentally but also socially, spiritually, physically, recreational

22、ly and so on. They also realize that the activities of the school offer most excellent, real, vital and natural opportunities for this practical training. All effective education is concerned about the meaningful and real activities. Since the emergence of activity approach in English teaching, a lo

23、t of researches have been conducted. In 1973, Prator elaborates on activities, classifying them into “manipulative activities” and “communicative activities”. Later Holliday(1976), Alan Maley and Alan Duff(1978) ,also give further explanation of the activities. And J.Harmer(1983) makes a synthetic s

24、tudy of the activity, putting forward “the balanced activity approach”, in which non-communicative activities are transferred into communicative activities and language output. Australia Outline Design Center also published in 1988. The book, Australia Language Guidelines, greatly advocates the acti

25、vity-based approach. It has drawn some lessons from the communicative approach, raising the importance the opportunities for learners to use language. At home, Zhang Qianzhong offers “context, structure, rules and communicative approach” in 1983.Li Guanyi expounds and proves it feasible to combine t

26、he tradition approaches and the communicative approach in English Teaching in 1989.Wang Cairen (1995,1996) appraises the activity approach and creates “The dual-activity approach”.2.3 Learning activitiesIn general, our students are engaged in school and classroom and learn about things that are call

27、ed learning activities. We are talking here of two active is specific to teachers based on English teaching content and language requirements designed learning activities. It is to enable all students to participate directly in English learning activities designed by the teacher, the experience, coo

28、peration and exchange. It can be a collective activity, it can be group activities. Events can either review the old knowledge, can also be used to elicit new knowledge. Develop ping good study habits, developing independent learning skills and spirit of cooperation, and maintaining a positive attit

29、ude towards learning English are the keys to success in English learning.III. The main content of the activity approach3.1 A theoretical integratedActivities-based approach integrates its diverse theoretical subject. For example: 1) learning (learning) and acquisition (acquisition) synthesis. Foreig

30、n Language Teaching is both a conscious learning process, but also a certain language environment continues acquisition process. Their language input must include two aspects: finely-tuned of inputs and coarse nature input to expand input language. Its relevance lies in changing the course content c

31、oncise and students are always in a passive situation. 2) activities-based approach integrates speaking and writing. By speaking and writing skills into the receptive skills and productive skills. Activities-based approach considers training outputs (ie, speaking, writing) as the main line, simultan

32、eously receiving (i.e, listening, reading) skills training. Content of the training is to fine-tune the output capacity of requiring learned will be used. During speaking and writing (productive) ability to carry out the training process listening, reading (acceptability) activities, but these activ

33、ities are to achieve the output of the service. Reception to individual training, training should be synchronized with the output capacity, but its content is coarse, that is slightly higher than that written content. This is because in a real language communication, listening, reading content is al

34、ways higher than that written content. Read a real article, listen to a news can not be without words, to start the formation of listening, reading the correct understanding, develop essential listening and reading skills. Its relevance lies in speaking and writing to correct grabbed, real tendency

35、to grasp at. 3) integrated language activities and communicative activities. Its relevance is clear: not only stay in the foreign language classroom language training in the form of stage, should pay attention to communicative use.3.2 Activity-centered Activity approach is the key word activity . Ac

36、tivity Approach factions theory summarized from this understanding: 1) the language is active. Language is a communication tool, any tool has a feature: activity; tool is operated by a person go, people want to learn the language must be operational activities; socially active people learn through a

37、ctive communication. 2) the language is specified constraints by purposeful activity. Language itself has rules, norms of social communication have to master these rules is a specification from the inside to the outside of the process technology in the learning process of thinking and action must be

38、 combined. 3) teaching activities. To activate the student teachers, the students have the knowledge to be good activation to receive new knowledge and activate itself into communicative role.In a nutshell, the main point of the activity approach is that: the original activation communicative teachi

39、ng materials in their classroom, the formation of different levels and the nature of different forms of activities for teachers and students put together in consultation with each other, interact with each other, to help students gradually This communication tool to master a foreign language.For a l

40、ong time, foreign language teachers agree that teaching is to learn, so that the students themselves to learn, to student-centered teaching. But often do in the classroom student-centered, and this is because there is no active, I do not know how to organize activities. Activity approach argued for

41、activities center, is to be students. A similar argument is: teaching is the script, the director of teachers and students is the protagonist, so will implement student-centered.3. 3. Activities balance Activities should be carried out gradually. Events can be classified according to their nature pl

42、ain language activities, quasi-communicative activities and communication activities. 1) plain language activities, also known as the teacher control activities, which is characterized by: 1 for a particular language project, focusing on master form; 2 based materials; 3 The main activity is to reco

43、gnize the process of imitation memorizing; 4 under the control of teachers, requiring proper; 5 activity no communicative purpose. 2) quasi-communicative activities, also known as semi-control activities, which is characterized by: 1 to consolidate the new knowledge as the main purpose, but can play

44、 the creativity of students; 2 around the textbook, but not limited to textbooks; 3 on the right determined on the basis of Expertise; 4 teacher gradually let go; 5 Properties of multi-communication with the analog. 3) communication activities, also known as non-control activities, which is characte

45、rized as follows: 1 have the desire and purpose of communication; 2 focuses on the exchange of information and ideas; 3 No language restrictions projects; 4 focuses on fluency; 5 teachers do not intervene.Activities balance refers to the above three types of activities should be carried out, can not

46、 be neglected. Activities aimed at balancing the balance between language input and output languages, both oppose foreign language teaching classroom only stay on the language in the form of drills, neglect communicative ability; do not advocate undue emphasis on the natural environment in high scho

47、ol, not textbooks neglect of grammar, language skills training neglect.IV The application of Activities-based approach in English teaching This part will introduce how activities-based approach works in English teaching. Activities-based approach has accumulated rich experience, can only do a brief

48、introduction here.Activity approach, under the guidance of an activity teaching ideas, designed to overcome the traditional teaching of a single symbol in the form of abstract learning disadvantages, to fully mobilize the students a variety of senses and interest in learning, the integration of perc

49、eptual learning and practical operation teaching methods together. Activity Approach thought long history, the concept of a democratic and open education teaching activities, teaching activities in the form of a variety of events, activities, orderly and flexible teaching methods teaching mode, meaning the value of major activity approach. Primary