Professional Documents
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improvement methods
1Introduction
The first stage is in the 70's, for Chomsky (Chomsky)'s "language skills"
concept, that language is the language of an abstract system of knowledge or
knowledge of grammatical rules, Hymes presented on the theory of
communicative competence (communica -tlon competence). He believes that
language is the language of a person's knowledge of potential and actual use of
language, is only a part of communicative competence, including:
(1) the possibility that expression with the correct grammatical rules of
language ability;
(2) the feasibility of , that is grammatically correct sentence that allows the
ability to be accepted, because the actual use of language depends on many
factors, such as personal information the ability to decode a person's memory
limits, as well as cultural, social, communication and environment;
(4) the actual operability refers to the ability to express the reality of knowledge,
as some languages, though grammatically correct, practical, context appropriate,
but not in life there, and some language though ungrammatical, but it appeared
to be acceptable. Thus, Hymes's communicative competence emphasizes the
communicative function of language, context and language proficiency in
foreign language teaching profession has aroused a great response.
The second stage is in the 80 years Canadian scholar Canale (Canake) and
Swain (Swain) further developed the theory of Hymes's communicative
competence, their communicative competence theory include:
The third stage is in the early 90s American scholar Bachman (Bachman) put
forward the theory of communicative language ability. His theory is more
comprehensive and more systematic. Is also more practical. He believes that
communicative language ability consists of three parts: language skills (specific
language knowledge), strategic competence (in the communicative use of a
variety of linguistic knowledge in the mental ability), and psycho-physiological
mechanisms (language communication in the process of nerve involved and
psychological of the process). One strategy is the ability to further improve the
communicative language teaching.
The late 70s early 80s, communicative language teaching theory, first
introduced in China, language scholars actively explore the communicative
approach in teaching English in China the problem, so "ideas syllabus,"
"functional curriculum", "communicative Outline (functional-notional outline),
"communicative approach and other teaching materials have emerged, the
majority of language teachers have begun to use communicative approach to
English Teaching.
(1) attaching importance to master the language forms, rather than practical use.
(2) emphasized the vocabulary and grammar rules, rote memorization, while
ignoring its social function.
(3) to the students enter the small, very few opportunities to communicate.
Secondary school students of all activities in the main, they are in teaching
actively construct new knowledge and develop new skills, to master the
integrated use of language ability.
(2) to impart the basic knowledge and ability to skillfully combine the
development. Traditional classroom teaching of English in the main body of the
expense of home study, only emphasized the teachers on the knowledge of the
systematic and integrity, which is a teacher-centered, knowledge-centered from
the medieval "scholastic" teaching teaching methods inherited One consequence
of the neglect of student ability. The communicative teaching emphasizes the
learner's cognitive ability and operational capabilities, which allow the students
themselves to think about and express their views, thus trained in real life the
ability to use language to communicate.
First of all, English teachers should continue to learn advanced teaching theory,
improve their professional qualities and professional competence, correct
understanding of "communicative competence" principle, understanding the
substance of communicative English language teaching should be familiar with
the English-speaking country's social and cultural. Understanding of student
learning and mastering the psychological ability to develop ways and means of
communication, so as to correctly use the communicative approach to English
Teaching.
Secondly, in the teaching process, teachers should correctly handle the students
listening and speaking ability, and the relationship between reading and writing
skills, to encourage students to the language environment as much as possible to
participate in oral and written communication, not only to learn English to meet
their current needs, And to meet their future use of English for effective
communication needs.
7,Conclusion