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中文摘要:语言是交际工具。在全球化的环境下,各国对英语人才的需求不断增长,对交际能力也提出了更高的要求,这也导致了外语教学法层出不穷。交际教学法是最重要的教学法之一,它把交际能力作为语言教学的最终目标。与传统教学法相比,它强调了如何使用语言而不是语言的用法。它传入中国后,就如何提高学生的交际能力上,给我们提供了很多的想法和启发,有助于解决我国“哑巴英语”的现象。然而,当真正把它运用到教学实践中,一些教师会产生这样的误解:把全身心投入到学生交际能力的提高上,而完全放弃了语言知识的教学,这样也并不利于学生交际能力的提高。本文将从交际教学法的理论基础出发,分析语言知识和交际能力的关系,希望能对交际教学法在课堂的运用产生一点帮助。在教学中,语言知识和交际能力要严格地获得同等的重,因为后者是建立在前者的基础上的。 关键词:交际教学法;交际能力; 语言知识
Contents Acknowledgments Abstract 中文摘要 1. Introduction-1 1.1 The Research background-1 1.2 The Research objective-2 2. Rising of communicative language teaching-4 2.1 the Historical Origin of Communicative Language Teaching-4 2.2 the Theoretical Base of Communicative Language Teaching -5 2.2.1 Hymes's theory of communicative competence-5 2.2.2 Canale's and Swain's theory of communicative competence-5 2.2.3 Bachman’s communicative language proficiency-6 3. Linguistic knowledge and communicative competence in communicative language teaching-7 3.1 Linguistic Knowledge by Chomsky and Communicative Competence by Hymes-7 3.1.1 Linguistic Knowledge by Chomsky -7 3.1.2 Communicative Competence by Hymes-8 3.2 The Component of Linguistic Knowledge-10 3.2.1 Pronunciation-10 3.2.2 Vocabulary -11 3.2.3 Grammar-11 3.3 The relationship between linguistic knowledge and communicative competence-12 4. The application of communicative language teaching in English class -15 4.1 The Principles of the Implementation of Communicative Language Teaching -15 4.2 Implementation Steps of Communicative Language Teaching in English Class-16 4.3 Some Suggestions to the application of communicative language teaching-19 5. Conclusion-21 References-22 |