交互式教学模式在儿童英语课堂中的应用与探究
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摘要
在有关儿童英语课堂教学的文献资料中,讨论如何提高儿童学习兴趣和激发积极性的文章较为丰富,而有关交互式教学模式在儿童英语课堂中的实际应用的研究却相对匮乏。
本文介绍了以交互式为教学模式在儿童英语课堂中的应用,并着重提出了韵律在儿童英语教学中的重要作用。韵律在课堂中的主要表现形式为歌曲和歌谣,还有与此相结合的肢体语言的相互协作,可以培养学生学习英语的兴趣,形成标准规范的英语发音,使学生树立自信心,提高学生的交际能力和实际运用英语的能力。
为检验上述论文假设,本研究选取的研究对象来自保定青少年活动中心英语培训班的36名小学一年级学生。他们被随机分成实验组和控制组,(1)班为实验组20人,(2)班为控制组16人。实验组采用交互式教学模式,控制组采用传统的教学方法进行教学。结果发现实验组的英语成绩明显高于控制组,而导致这些结果的出现主要是教师的课堂教学方法及策略。
The literature on the discussions of promoting children’s learning interests is abundant. However, little attention has been paid to the issue of how to use interactive language teaching (ILT) in children’s English classroom.
This thesis presents the applications of ILT in children’s English class and stresses the importance of prosody. In class, prosody mainly manifested as songs and ballads as well as body gestures to cooperated, which can cultivate students’interests of English learning and formal pronunciation with the results of establishing students’confidence and improve their English communicative competence.
In order to prove the hypothesis, the research selected two primary classes (Class 1 and Class 2) of Grade 1 in Baoding Juvenile Activity Center as subjects to conduct the experiment. Class 1 with 20 students was taught in interactive approach as experimental group. Class 2 was taught in the traditional way as the controlled group. As a result, it shows that the marks of Class 1 is much higher than those of Class 2. All these divergences were caused by the teaching methods and strategies in class.
本文介绍了以交互式为教学模式在儿童英语课堂中的应用,并着重提出了韵律在儿童英语教学中的重要作用。韵律在课堂中的主要表现形式为歌曲和歌谣,还有与此相结合的肢体语言的相互协作,可以培养学生学习英语的兴趣,形成标准规范的英语发音,使学生树立自信心,提高学生的交际能力和实际运用英语的能力。
为检验上述论文假设,本研究选取的研究对象来自保定青少年活动中心英语培训班的36名小学一年级学生。他们被随机分成实验组和控制组,(1)班为实验组20人,(2)班为控制组16人。实验组采用交互式教学模式,控制组采用传统的教学方法进行教学。结果发现实验组的英语成绩明显高于控制组,而导致这些结果的出现主要是教师的课堂教学方法及策略。
The literature on the discussions of promoting children’s learning interests is abundant. However, little attention has been paid to the issue of how to use interactive language teaching (ILT) in children’s English classroom.
This thesis presents the applications of ILT in children’s English class and stresses the importance of prosody. In class, prosody mainly manifested as songs and ballads as well as body gestures to cooperated, which can cultivate students’interests of English learning and formal pronunciation with the results of establishing students’confidence and improve their English communicative competence.
In order to prove the hypothesis, the research selected two primary classes (Class 1 and Class 2) of Grade 1 in Baoding Juvenile Activity Center as subjects to conduct the experiment. Class 1 with 20 students was taught in interactive approach as experimental group. Class 2 was taught in the traditional way as the controlled group. As a result, it shows that the marks of Class 1 is much higher than those of Class 2. All these divergences were caused by the teaching methods and strategies in class.
引文
[1] Allen, Harold B., and Campbell, R.N., Eds. Teaching English as a Second Language: A Book of Readings. 2d ed. New York: McGraw-Hill 1972
[2] Allwright, Dick, and Bailey, Kathleen M. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge University Press, 1991
[3] Asher, James. Learning Another Language Through Actions: The Complete Teacher’s Guidebook. Los Gatos, CA: Sky Oaks Productions, 1997
[4] Bialvstok.Ellen. Communication Strategies[M]. Cambridge, MA: Basil Blackwell, 1990
[5] Born, W C. ed. The Foreign Language Learner in Today’s Classroom Environment. Middlebury Vt.: NEC.,1979
[6] Brown, Gillian and George Yule. Teaching the Spoken Language[M]. People Education Press, 2000
[7] Brumfit.C.J. and K. Johnson. The Communicative Approach to Language Teaching. Shanghai Foreign Language Education Press, 2000
[8] Brown H.D. Principles of Language Learning and Teaching[M]. Beijing: Foreign language Teaching and Research Press, 2001
[9] Brown, G. Listening to Spoken English Language. Cambridge: Cambridge University Press, 1977
[10] Brown, G., and Yule, G. Teaching the Spoken Language. Cambridge: Cambridge University Press, 1983
[11] Brown, H. Douglas. Vistas: An interactive Course in English. Books 1,2,3,4. Prentice Hall Regents, 1992
[12] Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Foreign Language Teaching and Research Press, 1993
[13] Brown, James Dean. “Classroom-centered language testing.” TESOL Journal 1(4), 12-15,1992
[14]Brown, H. D. Principles of Language Learning and Teaching. Englewood Cliffs, N.J.: Prentice Hall, 1987
[15] Byrne, Donn. Teaching Oral English[M]. London:Longman, 1986
[16] Canale.M. and Swain, M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing[J]. Applied Linguistics, 1980(1)
[17] Canale, Michael. From Communicative Competence to Communicative Language Pedagogy[A]. Richards, Jack C. Language and Communication[C]. London: Longman, 1983
[18] Davies, Paul and Eric Pearse. Success in English Teaching[M]. Shanghai: Shanghai Foreign Language Education Press, 2002
[19] Halliday, Michael. Explorations in the Functions of Language[M]. London: Edward Arnold, 1973
[20] Harmer. J. The Practice of English Language Teaching. Longman Group Limited, 1983
[21] Harmer, Jeremy. The Practice of English Language Teacher[M]. London: Longman, 1984
[22] Harmer, Jeremy. How to Teach English[M]. Beijing: Foreign Language Teaching and Research Press, 2000
[23] Harmer, Jeremy. The Practice of English Language Teaching[M]. Beijing: World Affairs Press, 2003
[24] Hedge T. Teaching and Learning in the Language Classroom. Oxford University Press, 2002
[25] Jo McDonough and Steven McDonough. Research Methods for English Language Teachers. Edward Arnold Ltd, 1997
[26] John, Munby. Communicative Syllabus Design[M].Cambridge University Press, 1983
[27] Littlewood, W. Foreign and Second Language Learning[M]. Cambridge: Cambridge University Press, 1984
[28] Li Xiaoju. In Defense of the Communicative Appraoch.[J]. ELT Journal, 1984(1)
[29] Littlewood, W. Communicative Language Teaching: An Introduction[M]. Beijing: Foreign Language Teaching and Research Press,2000
[30] Long, M. ‘Task, group, and Task-group interactions’.university of Hawaii working papers in SSL 8, 1989
[31] Munby, J. Communicative Syllabus Design[M]. Cambridge: Cambridge University Press, 1978
[32] Nunan, D. Designing Tasks for the Communicative Classroom.[M]. Beijing: People Education Press, 2000
[33] Paulston, Christina B. Linguistic and Communicative Competence[J]. TESOL Quarterly, 1974(8)
[34] Pica, T. Second Language Acquisition, social interaction in the classroom: Applied Linguistic 6, 1987
[35] Richards, J.C. and Rodgers T.S. Approaches and Methods in Language Teaching. Cambridge university Press, 1986
[36] Richards, J.C. et at New Interchange[M]. Beijing: Foreign Language Teaching and Research Press, 2000
[37] Rivers, W. M. Interactive Language Teaching. Cambridge University Press, 1997
[38] Rod Ellis. The study of second Language Acquisition. Oxford university press, 1994
[39] Savignon, Sandra J. Communicative Competence Theory and Classroom Practice[M]. Reading, M.A: Addison-Wesley Publishing Company, 1983
[40] Savigon, S. Communicative Competence in Foreign Language Teaching. Philadelphia: Center for Curriculum Development, 1972
[41] Spolsky, Bernard. Communicative Competence. Language Proficiency, and Beyond[J]. Applied Linguistics, 1989(10)
[42] Widdowson, H.G. Teaching English as Communication[M]. Shanghai: Shanghai Foreign Language Education Press, 1996
[43] 陈昌义.Hymes 交际能力理论的反思[J].外语学刊,2003(2)
[44] 李秀丽.论外语教学中交际能力培养的原则[J].清华大学教育研究,2003(12)
[45] 鲁子问.中小学英语真实任务教学实践论.外语教学与研究出版社,2002
[46] 王笃勤.英语教学策略论.外语教学与研究出版社,2002
[47] 罗伯特·西格勒,玛莎·阿利巴利.儿童思维发展[M].世界图书出版公司,2006
[48] 李晓、侯芬.第二语言习得与校学英语教育.广西教育学院学报,2002,5
[49] 刘道义.小学英语教学特点与校学英语课面临的挑战.中小学英语活页文选,2001.8
[50] 于善志.成人与儿童外语学习能力及途径探析.许昌师专学报,1994,13(1)
[51] 赵蕙.语音韵律和英语语音教学.外语教学,2006,11
[52] 汤岩、苍翠.儿童英语教学的实践与思考.教书育人,1999,12
[2] Allwright, Dick, and Bailey, Kathleen M. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge University Press, 1991
[3] Asher, James. Learning Another Language Through Actions: The Complete Teacher’s Guidebook. Los Gatos, CA: Sky Oaks Productions, 1997
[4] Bialvstok.Ellen. Communication Strategies[M]. Cambridge, MA: Basil Blackwell, 1990
[5] Born, W C. ed. The Foreign Language Learner in Today’s Classroom Environment. Middlebury Vt.: NEC.,1979
[6] Brown, Gillian and George Yule. Teaching the Spoken Language[M]. People Education Press, 2000
[7] Brumfit.C.J. and K. Johnson. The Communicative Approach to Language Teaching. Shanghai Foreign Language Education Press, 2000
[8] Brown H.D. Principles of Language Learning and Teaching[M]. Beijing: Foreign language Teaching and Research Press, 2001
[9] Brown, G. Listening to Spoken English Language. Cambridge: Cambridge University Press, 1977
[10] Brown, G., and Yule, G. Teaching the Spoken Language. Cambridge: Cambridge University Press, 1983
[11] Brown, H. Douglas. Vistas: An interactive Course in English. Books 1,2,3,4. Prentice Hall Regents, 1992
[12] Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Foreign Language Teaching and Research Press, 1993
[13] Brown, James Dean. “Classroom-centered language testing.” TESOL Journal 1(4), 12-15,1992
[14]Brown, H. D. Principles of Language Learning and Teaching. Englewood Cliffs, N.J.: Prentice Hall, 1987
[15] Byrne, Donn. Teaching Oral English[M]. London:Longman, 1986
[16] Canale.M. and Swain, M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing[J]. Applied Linguistics, 1980(1)
[17] Canale, Michael. From Communicative Competence to Communicative Language Pedagogy[A]. Richards, Jack C. Language and Communication[C]. London: Longman, 1983
[18] Davies, Paul and Eric Pearse. Success in English Teaching[M]. Shanghai: Shanghai Foreign Language Education Press, 2002
[19] Halliday, Michael. Explorations in the Functions of Language[M]. London: Edward Arnold, 1973
[20] Harmer. J. The Practice of English Language Teaching. Longman Group Limited, 1983
[21] Harmer, Jeremy. The Practice of English Language Teacher[M]. London: Longman, 1984
[22] Harmer, Jeremy. How to Teach English[M]. Beijing: Foreign Language Teaching and Research Press, 2000
[23] Harmer, Jeremy. The Practice of English Language Teaching[M]. Beijing: World Affairs Press, 2003
[24] Hedge T. Teaching and Learning in the Language Classroom. Oxford University Press, 2002
[25] Jo McDonough and Steven McDonough. Research Methods for English Language Teachers. Edward Arnold Ltd, 1997
[26] John, Munby. Communicative Syllabus Design[M].Cambridge University Press, 1983
[27] Littlewood, W. Foreign and Second Language Learning[M]. Cambridge: Cambridge University Press, 1984
[28] Li Xiaoju. In Defense of the Communicative Appraoch.[J]. ELT Journal, 1984(1)
[29] Littlewood, W. Communicative Language Teaching: An Introduction[M]. Beijing: Foreign Language Teaching and Research Press,2000
[30] Long, M. ‘Task, group, and Task-group interactions’.university of Hawaii working papers in SSL 8, 1989
[31] Munby, J. Communicative Syllabus Design[M]. Cambridge: Cambridge University Press, 1978
[32] Nunan, D. Designing Tasks for the Communicative Classroom.[M]. Beijing: People Education Press, 2000
[33] Paulston, Christina B. Linguistic and Communicative Competence[J]. TESOL Quarterly, 1974(8)
[34] Pica, T. Second Language Acquisition, social interaction in the classroom: Applied Linguistic 6, 1987
[35] Richards, J.C. and Rodgers T.S. Approaches and Methods in Language Teaching. Cambridge university Press, 1986
[36] Richards, J.C. et at New Interchange[M]. Beijing: Foreign Language Teaching and Research Press, 2000
[37] Rivers, W. M. Interactive Language Teaching. Cambridge University Press, 1997
[38] Rod Ellis. The study of second Language Acquisition. Oxford university press, 1994
[39] Savignon, Sandra J. Communicative Competence Theory and Classroom Practice[M]. Reading, M.A: Addison-Wesley Publishing Company, 1983
[40] Savigon, S. Communicative Competence in Foreign Language Teaching. Philadelphia: Center for Curriculum Development, 1972
[41] Spolsky, Bernard. Communicative Competence. Language Proficiency, and Beyond[J]. Applied Linguistics, 1989(10)
[42] Widdowson, H.G. Teaching English as Communication[M]. Shanghai: Shanghai Foreign Language Education Press, 1996
[43] 陈昌义.Hymes 交际能力理论的反思[J].外语学刊,2003(2)
[44] 李秀丽.论外语教学中交际能力培养的原则[J].清华大学教育研究,2003(12)
[45] 鲁子问.中小学英语真实任务教学实践论.外语教学与研究出版社,2002
[46] 王笃勤.英语教学策略论.外语教学与研究出版社,2002
[47] 罗伯特·西格勒,玛莎·阿利巴利.儿童思维发展[M].世界图书出版公司,2006
[48] 李晓、侯芬.第二语言习得与校学英语教育.广西教育学院学报,2002,5
[49] 刘道义.小学英语教学特点与校学英语课面临的挑战.中小学英语活页文选,2001.8
[50] 于善志.成人与儿童外语学习能力及途径探析.许昌师专学报,1994,13(1)
[51] 赵蕙.语音韵律和英语语音教学.外语教学,2006,11
[52] 汤岩、苍翠.儿童英语教学的实践与思考.教书育人,1999,12
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