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试从交际法的角度看高中英语课堂教学的真实性(2)

2017-08-06 03:40
2. The authenticity of English teaching in senior high school
2.1 What is authenticity in English classroom teaching in senior high school
Curricular reform has been one of the hottest issues in language teaching nowadays, and one of the main purposes of this reform is “to transform the current situation which overemphasizes complicated, difficult, and outdated book knowledge into one which closely connects the curricular with students’ life and modern social scientific development.” [3] Either from the perspective of Communicative Approach or that of curricular reform, this provides the origins of authenticity. Moreover, with the further development of foreign language teaching, authenticity has been paid more and more attention to. It has gone far beyond the scope of textbooks. Authenticity is “not an abstract or absolute notion and takes into consideration the teaching materials, classroom activities and teaching environment as well as the social and cultural context.” [4] In English classroom teaching with Communicative Approach, the authenticity of the teaching materials and classroom activities outstand amid all.
As in the case of the authenticity of teaching materials, Morrow thought, “An authentic text is stretch of real language, produced by a real speaker or writer for a large audience and designed to convey a real message of some sort. [5] While traditional texts are loyal followers of the examination and cannot stimulate student’ learning motivation. Comparatively speaking, they are inauthentic, and “a rule of thumb for authentic here is any material which has not been specifically produced for the purposes of language teaching”. [6]
The authenticity of classroom activities means that teachers should not design activities simply centered on the teaching goals, but closely connected with living situations. To be more exact, teachers should bear in mind how to take full advantage of the authentic materials to design authentic classroom activities, with the purpose of improving students’ language communicating competence.
2.2 The importance of authenticity of English teaching in senior high school
As we know, the main purpose of Communicative approach is to develop students’ communicating abilities and the use of language and this can only be achieved through communication. However, this communication does not merely refer to teacher-and-student communication in classroom, but more than communication to others in English in real life. This determines that only when there is real and natural situation for students’ language study can Communication Approach completely serve English teaching. While as the most important environment of English study, English classroom in senior school has every reason to be authentic.
First, in traditional language teaching, materials written at the request of vocabulary and grammar separate themselves from the real life, lack flexibility and can not accomplish the goal to train students’ language communicating abilities in real environment. While the authenticity of materials create beneficial circumstances for enhancing students ‘communicating abilities. As these materials derive from the concrete situations in life and can help make teaching interesting, lively and meaningful. Thus out comes the superiority of authentic language materials: the formal usage and expressions set examples for language study; the familiar and attractive topics helps students to better understand the culture, customs and mind styles of the westerns and further incite their hidden study motivation, which will finally promote teaching results.