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浅谈在英语教学中交际能力的培养(1)(2)

2017-07-04 01:03
2.Thedefectsoftraditionalteachingmethod
2.1Students’lackingopportunitiesforapplicationofthelanguage
Thisisanobjectivefactor.TherealityisthatstudentsstudyEnglishinaChineseenvironmentwherethemainmediumofthelanguageisthroughwrittenformandEnglishisthelanguagereservedforcontactwithforeigners.WeexchangeinformationwithforeignersinEnglish.Ifwewanttoachievethis,wehavetospeakEnglish.However,inourteachingwedon’tprovideopportunitiesforstudentstousethetargetlanguage.Asweknow,inthetraditionalclassroom,theteacherfocusesonsomeEnglishknowledge.Theteachersjusttrytheirbesttofinishtheteachingtasksothattheycan’tprovidestudentswithenoughtimetopractisetheiroralEnglish.Studentslearnitpassively.AnditisimpossibleforanEnglishteachertotakegoodcareofeachstudentinsuchaclassroom.Obviously,itisdifficultforeachstudenttogetthechancetopractiseusingEnglishincommunicationandmoststudentsarejustwait-and-seers.
2.2Theexamsystem
Chinahasaveryrigidnationalcollegeentranceexaminationsystemwhichplaysanimportantpartintheteachingprocessinmiddleschools.Giventhepressuretoenteruniversity,itisnotsurprisingthatalleffortsintheChineseclassroomtendtobefocusedontheexam,studentsarejudgedonexaminationresults.Andtheexampapersmainlyfocusonreadingcomprehensionandgrammarknowledge,oralcompetenceisnevertested.Consequently,studentsaremoreinterestedinacquiringknowledgeoflanguagetopassthetraditionalexaminationsthaninpractisingthelanguageinuse.
Thisexam-orientedteachingjustrevolvesaroundtheexplanationsofvocabularyitemsandgrammarrulesandthepreparationsforthetests.Asaresult,studentsmaygethighscoresintheexamsbutcan’tevenusesimpleEnglishforthepurposeofrealcommunication.
2.3Thebackwardteachingmethod
Manyteachersinclinetoanalyzegrammarbydoingsometranslationexercises.TheyareunfamiliarwithcurrenttrendsinEnglishlanguageteachingandarestillusedtothetraditionalwayofteaching,whichfocusesongrammarandstructure,onlinguisticcompetenceratherthanoncommunicativecompetence.Inthetraditionalteaching,languageistreatedasaknowledgesubject-analyzed,explainedandpractisedinmuchthesamewayasothersubjects.Thecommunicativeskills,whichrequirelearnerstopractiseinrealsituations,aretotallyignored.Englishistaughtandlearnedmostlyinreadingandrecitingactivities.Sointhetraditionalteaching,teachingEnglishisnotforcommunicativepurpose. （科教作文网http://zw.nseAc.com）
Fromtheabove,wecanfindthatthetraditionalteachinghasemphasizedtoomuchontheteachingofthelanguagecomponentsandneglectedthetrainingoflanguageskills.AlthoughstudentslearnEnglishverywell,theyfailtocommunicatewiththeotherpeopleinEnglish.Thatis,toachieveeffectivecommunication,itisofimportanceforteacherstodevelopstudents’communicativeabilityaswellasthelinguisticknowledge.Hereletushavealookatwhatcommunicativecompetenceis.
3Communicativecompetence
3.1Definitionofcommunicativecompetence
Communicativecompetenceincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.
“ThetermcommunicativecompetenceisusedincontrasttoNoamChomsky’stermlinguisticcompetence,whichisunderstoodasthetacitknowledgeoflanguagestructureandtheabilitytousethisknowledgetounderstandandproducelanguage.ForChomsky,competencesimplymeansknowledgeinotherwords.However,ifwelookathowlanguageisusedinrealcommunication,wehavetoacceptthatreallanguageuseinvolvesfarmorethanknowledgeandabilityforgrammar.InHymes’swords,therearerulesofusewithoutwhich‘therulesofgrammarwouldbeuseless’,whichsimplymeans,besidesgrammaticalrules,languageuseisgovernedbyrulesofuse,whichensurethatthedesiredorintendedfunctionsareperformedandthelanguageusedisappropriatetothecontext.”[4]