《交际教学法中英语听力课堂教师角色探究》

ContentsChinese Abstract2English abstract31. Introduction41.1 Background of the Research41.2 Moyive and Objective of the Research42. Definition and Development of CLT52.1 Definition of Communicative Language Teaching Approach52.2 Researches on Communicative Language Teaching63. Analysis on English Listening Class83.1 Researches on English Listening Class93.2 Analysis on Pre-Listening 103.3 Analysis on While-Listening103.4 Analysis on Post-Listening114. The Teachers Roles in Communicative Language Teaching114.1 Analysis on Teachers Roles114.2 To Function as a Provider124.3 To Function as a Facilitator144.4 To Function as an Evaluator155. Conclusion16References17交际教学法中英语听力课堂教师角色探究摘 要 英语课程标准中指出，义务教育阶段英语学习是以使学生初步形成综合语言运用能力，促进心智发展，提高综合人文素养为总体目标。随着新课标的影响，英语课堂更加注重学生对语言的应用能力和沟通能力。而交际教学法正是一种培养学生对语言应用和交际才能的外语教学法，故本文作者将以初中英语听力课堂为背景，结合新课标理念中的教师角色概念，阐述教师将在交际教学中如何在听前、听中和听后通过扮演提供者、促进者以及评价者的角色，来促进初中学生对英语的学习。关键词：交际教学法；英语听力课堂；教师角色 Teachers Roles in Communicative Language Teaching in English Listening ClassAbstractEnglish Curriculum Standard makes clear that the goal of English courses in compulsory education is to make students form comprehensive language application ability, facilitate mental development and enhance comprehensive humanistic quality. With the influence of the new English Curriculum Standard, English classes keep a watchful eye on students ability of language application and communication. Communicative Language Teaching, as a foreign language teaching method, trains both students language application and language communicative competence. The author takes the junior middle school English listening class as the background, and combines the concepts of teachers roles in the new curriculum standard to explain how the teachers will promote the students learning in English through the roles of provider, promoter and evaluator in different listening period in Communicative Language Teaching. Key words: Communicative Language Teaching; English listening class; Teachers roles1. Introduction1.1 Background of the ResearchEnglish Curriculum Standards indicates that the aim of English courses in compulsory education is to make students form preliminary comprehensive language application ability (2012). However, in traditional exam-focused teaching, teachers, under the pressure of entering a higher school, teach mainly in the form of reading and writing, supplemented by speaking and listening, largely ignoring the building of students listening and speaking capacity. So Communicative Language Teaching (hereinafter referred to as CLT), as a teaching approach that aims to cultivate students communication skills, has gradually become a teaching method that English teachers are keen on in order to achieve the goal of language competence.Communicative Language Teaching, also called the “Notional Approach” or “Functional Approach”, cultivates students ability to communicate with language in social context based on the language function project. The characteristics of CLT are the same with the teaching objectives of student-centered and teacher-assisted classroom teaching which is mentioned in the English Curriculum Standards (2012), so the roles of teachers play an important part in CLT classes in English listening of junior middle school.1.2 Motive and Objective of the ResearchSince the Communicative Language Teaching entering the period of vigorous development in our country, most of the researches on CLT focus on college English classes, and few are studied in English classes of junior middle school. Middle school is a significant learning stage, students at this age like to imitate others and to express themselves, and they gradually formed their own unique personalities, so the communicative approach in junior middle school English teaching situation is feasible. Whats more, CLT mode is just in line with the new standard theories, which is student-oriented teaching philosophy. Since it concentrates on and trains the students ability to speak, teachers need to guide students, thus their roles are very important in the CLT class. This article will make an in-depth study on the roles of teachers based on the above-mentioned background.2. Definition and Development of CLT 2.1 Definition of Communicative Language Teaching ApproachCLT is a teaching system that takes the language function item as the outline and cultivates the communicative ability of using language in the specific social context. Its also known as the Notional-Functional Approach, a foreign language teaching method emphasizes the students cultivation of communicative competence based on sociolinguistics, functional linguistics and psycholinguistics. CLT can also be regarded as the ideas of a second language or foreign language teaching. It was first appeared as a new method to language teaching in the 1970s and 1980s (Richards, 2007). It is a teaching method based on the reflection of the structuralist language teaching. Its fundamental principle is concept, function and exchange. Among them, the concept refers to the theories and thoughts used in peoples mind to express space-time, interval, place, etc.; function related to the function of language to show thoughts; and exchange is a process and result of doing work with language.In the 1970s, with the reinforcement of communication between countries, communicative approach was spread to China; it had a significant effect on the traditional English teaching, including teaching ideas and teaching concepts. However, at the beginning the introduction of CLT in China was only limited to academic research, without extensive practical application. CLT was not applied in practical English teaching in many ways until the 1990s. Communication is the exchange of information, messages or thoughts, as by writing, behavior, speech or signals. Teaching method is the sum of all the methods that teachers and students carry out for the purpose of teaching.2.2 Researches on Communicative Language Teaching2.2.1 Foreign Researches on Communicative Language TeachingCommunicative Language Teaching was first born in Britain in the 1970s, which was the critical period of English language teaching reform. In the 1970s, because the worlds economy had a rapid development, the interpersonal communication between various countries in the European Community became increasingly frequent, and the language barrier was the biggest barrier to communication. Therefore, many experts developed the first batch of functional teaching methods, which aimed at enabling learners to apply the language they learned and carry out real communication. In 1965, Chomsky (2014) for the first time stressed that language is the knowledge content of the system by language ability and language expression. In Chomskys term, linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech community, who knows its language perfectly and interest, and errors (random or characteristics) in applying his knowledge of the language in actual performance (Brumfit & Johnson, 2005). However, language itself should be capable of using language at the same time. Therefore, Hymes proposed that communicative competence includes grammatical structure, psychological state, social, etc. (Pride & Holmes, 1974). Communicative ability is the overall display of various abilities. It is often said that language teaching in the past few decades has shifted the emphasis away from mastery of language use to mastery of language structure (Brumfit & Johnson, 2005). Communicative Language Teaching developed in the late 1970s. At that time, traditional teaching approaches were being pushed out, and new foreign language teaching methods were gradually formed like Audiolingual Method, Cognitive Approach and Task-based Language Teaching. H. G. Widdowson (1999) published Teaching Language as Communicative; he said that the teaching of a language includes training the ability to make correct sentences. In his book, taking language analysis as a foothold, he summarized the principles that observed by communication in teaching and the experience he gained, which played a key role in facilitating the development of communicative teaching. After that, scholars, such as Candlin, Nunan, Long, Bachman, Crookes, Willis, Skehan, etc. published masterpieces on communicative approach; they enriched the theoretical connotation of CLT (胡文仲, 2005). In this way, CLT developed rapidly and improved gradually, entering a prosperous stage.2.2.2 Domestic Researches on Communicative Language Teaching Communicative Language Teaching theory was mainly introduced to China in the late 1970s and 1980s. During this time, many advanced teaching theories came one after the other, including Communicative Language Teaching theory. Li Xiaoju is one of the early researchers in Communication Language Teaching theory (肖礼全, 2011). Published in 1979, Communicative English for Chinese Learners, is acknowledged as the successful combination of actual teaching in China and the Communicative teaching method (李筱菊, 1979). At this point, Communicative Language Teaching has completed its introduction in China.In the late 1980s, Communicative Language Teaching entered a period of development, and scholars have further studied and developed relevant theories of communicative approach. At this time, the new syllabus and system of universities and the arrangement of language teaching materials are the hot topics. So, the communicative method is characterized by the close combination of teaching materials and syllabus. In 1994, Zhu Chun (1994) put forward in Foreign Language Teaching that grasping, reusing and using language skills are the three levels of mastering foreign language skills. He pointed out that listening is the process of language input and comprehending. This process is in line with grasping language, which is the application and using of language. In addition, many other scholars works have been published, such as Li Ying and Wu Changpus On the Gain and Loss of Communicative Approach (1998: 24) which published in 1998. These experiments have accumulated a lot of practical data and promoted the implementation and application of communicative approach in China. In 1997, Li Xiaoju (1997) made a further study on the forms of communicative ability, including language, discourse and pragmatics competence. This is the first time that researchers systematically explained the connection and diversity of communicative approach and traditional teaching method, which also reflects that communicative approach has been recognized in China. From 2005 to 2006, Zhang Delu (2005) and Zhang Yina (2006: 22) made further researches on the application of communicative approach in the teaching process in China by means of questionnaires. In 2007, Feng Yufang (2007: 44) made a research on the adhibition of communicative approach in English teaching of middle school by means of interview, questionnaire survey and other research methods. Their researches knew more about the application of CLT in English class and the situations of students in the class. Whats more, the researches eliminated peoples blind adherence to CLT, andrelated theory to the practical teaching. In 2017, Zhang Huiling (2017: 27) proposed that communicative approach should be applied to English classes mainly based on semantic transmission, with students as the center of teaching and a holistic grasp of English based on context. At this point, the study of communicative approach has entered a more profound stage in China, and communicative approach has gradually changed our language learning concepts and strategies. 3. Analysis on English Listening ClassThe traditional exam-oriented teaching method is contrary to the English curriculum standard. So nowadays, more and more English teachers are shifting the emphasis from reading and writing abilities to listening and speaking abilities. Teachers also focus on students output, including their language express ability and social communicative skills. Luckily, Communicative Language Teaching laysemphasison promoting students communicative capacities. Its aim is to promote students communicative skills. The key point of this teaching method is that teachers play the right roles in the class to promote students language skills and communication abilities. Due to this character, Communicative Language Teaching has gradually become a favored method by English teachers, so that they can achieve the goal of language using ability in English class. 3.1 Researches on English Listening Class3.1.1 Foreign Researches on English Listening ClassJeremy Harmer (2000) elaborated six listening teaching principles: excellent teaching equipment; necessary pre-class preparation; listen to the material at least twice so that students are familiar with the text; concern the content of the listening material rather than the form itself; make full use of textbooks; assign listening tasks according to students level. In the listening course, the most important part is the content of the listening material and the use of the material. The content of the material should be in line with the students English proficiency. Michael Rost (2005) believes that the purpose of listening is to make both parties achieve a communicative goal, and listening is a way to understand themselves and each other. Therefore, some suggestions were formed by him: listening teaching is unnecessary to establish fixed patterns; listening materials should be formulated on the basis of the actual needs of the listener; listening teaching is to combine the approach of test and tenet of the two integrated. 3.1.2 Domestic Researches on English Listening ClassLu Ziwen and Wang Duqin (2006) pointed out that if students want to have all-round training, they should prepare for pre-listening, while-listing and post-listening in the process of listening. Before listening, the teacher mainly leads the topic, stimulates the knowledge in the students mind to arouse the study interest. During the listening stage, the teacher can set up various activities, such as writing an outline of a story based on the listening materials, having the students role-play after listening, or completing exercises to fill in the blanks based on the materials. In the later phase of listening, students listening effects are mainly evaluated. At the same time, teachers conduct vocabulary, grammar and other individual exercises according to students problems in the listening process.In 2006, Hu Wenzhong (2006) studied and improved the application of communicative approach in listening and speaking teaching on the basis of his research on listening and speaking teaching in the 3P teaching model. Students should base their oral expression on accuracy and fluency.In 2017, Li Yongming (2017) clarified that in listening and speaking teaching, students can use text pictures to perform in class, so as to give full play to students communicative competence in situations and express themselves in English. Combine the content of the textbook with the situation effectively, such as at home, supermarket, garden, etc., and act it out according to the assigned roles.3.2 Analysis on Pre-Listening With the change of the requirements of the English curriculum, people found a lot of problems of the listening class. In listening class, there is a phenomenon that the students listen to the material content, but they dont understand the meaning. Students always listen word by word; therefore, they cant conjunct the content. Whats more, students will use the Chinese way to understand the sentences. As a result, students will find that what they have listened do not conform to the Chinese culture, so they cant fully know the meaning of a word or a sentence they heard. Sometimes, when students connect words into a sentence, they find that their knowledge does not support their understanding of the sentence, much less the using of this sentence. Moreover, when a student listens to a piece of material which he is not interested in, he will probably not listen carefully to the material, and he will not focus on it.As for the situation, the reason is that before class the teacher did not prepare relevant information mentioned to the listening materials, and popularized this information before listening. So that the students are confused about listening materials, thus it is not easy for them to seize the key information. And there is much dissimilarity between the foreign culture and Chinese culture with many aspects. So, if the teacher doesnt teach the relevant information to students in advance, it is hard for them to understand what the meaning of the materials is, and they wont be able to finish the exercise.3.3 Analysis on While-Listening Moreover, junior high school students cannot clearly realize what they should do during the class, and how to fulfill the learning task step by step. For example, before listening, the students need pre-listening, this require they to read the problem before listening, so that they can listen to the material with a purpose, in order to catch the key and effective information of the material. And after the listening, they need to know what you should do next is to reflect on. They need to clear if they need to listen to the tape one more time according to the degree of completion of the task. In the meaning time, they should reflect upon that why they are failed, what is the reason, it is due to the material information or they do not know how to process the material information. These procedures are significant for an effective listening lesson, and students must understand what each step accomplishes.As for the situation, the reason is that the teacher did not finish his task. In the class teachers task is not simply to play the audio, check answers, and play the audio again. In a listening class, if teacher does not assign the related task, and the audio is not played correctly according to the students performance it is difficult to make a good listening class; students are also difficult to learn useful knowledge from this listening class.3.4 Analysis on Post-Listening Many students think listening class just is a matter of listening in class, they dont realize that there are tasks after listening. A lot of students know nothing about post-listening. They think the listening of a material and finishing of the exercises is the complete task. Students do not pay attention to the accuracy in practice also they do not think about how to reduce the error. They dont go back to think about whether they need to re-listen after listening, and dont know how to evaluate their own practice. Whats more, students will not go to analysis material and learn knowledge from the listening material. This is a waste of the material. As for the situation, the reason is that the teachers did not take an effective evaluation of practice in time about the effect of the listening material and finishing of the exercises. An effective listening course includes pre-listening, while-listening and post-listening. After listening if the teacher does not take timely teaching evaluation, students also cannot effectively reflect and will not be able to find their own problems, also will not be capable of making improvement. As a result, students will not make progress, and will not be applied in the practice either.4. The Teachers Roles in Communicative Language Teaching4.1 Analysis on Teachers RolesUnder the requirements of the new curriculum, more and more problems emerge