【正文】 本 科畢業(yè)論文 交際法在中學(xué)英語(yǔ)課堂的應(yīng)用 學(xué)生姓名 ： 學(xué) 生 學(xué)號(hào) ： 20xx10206062 院 （ 系） ： 外國(guó)語(yǔ)學(xué)院 年級(jí)專業(yè)： 20xx 級(jí)英語(yǔ)本科 3 班 指導(dǎo)教師 ： 二〇〇七年五月 The Application of Communicative Approach to English Class of Middle School Qing Xiaoqing Under the Supervision of Fan Xiying School of Foreign Languages and Cultures Panzhihua University May 20xx 攀枝花學(xué)院本科畢業(yè)論文 Contents Contents Abstract ...........................................................................................................................I Key Words.......................................................................................................................I 摘 要 .............................................................................................................................. II 關(guān)鍵詞 ............................................................................................................................ II Introduction .................................................................................................................... 1 Ⅰ . Communicative Approach ....................................................................................... 2 A. Four Skills ............................................................................................................. 2 B. Two Versions of Communicative Approach .......................................................... 2 Ⅱ .Features of Communicative Approach...................................................................... 3 Ⅲ .Existing Problems in the Teachers’ Beliefs and Practice of Communicative Approach ........................................................................................................................ 4 A. Problems in the Teachers’ Beliefs ......................................................................... 4 1. Taking Communicative Approach as a Method ................................................. 4 2. Stressing Language Structures ........................................................................... 5 3. Misunderstanding of Communicative Approach ............................................... 5 B. Some Practical Problems....................................................................................... 6 1. Some Differences between Reality and Theory ................................................. 6 2. The Teacher’s Problems ..................................................................................... 6 3. The Students’ Problems...................................................................................... 7 4. Fluency or Accuracy .......................................................................................... 8 5. Improper Testing System ................................................................................. 10 Ⅳ . Ways to Apply Communicative Approach to Practice ........................................... 10 Rid of the Misunderstanding ................................................................... 10 B. Designing the Introduction in the Class .............................................................. 11 Students’ Interests, and Enhancing Their Desire of English Learning.............................................................................................................................. 12 up a Good Relationship Between Teacher and Students ....................... 12 the Students and Meet Their Needs...................................................... 13 攀枝花學(xué)院本科畢業(yè)論文 Contents F. Focusing on Communicating and Teaching Approach ........................................ 14 Conclusion ................................................................................................................... 17 Acknowledgements ...................................................................................................... 19 Bibliography................................................................................................................. 20 攀枝 花學(xué)院本科畢業(yè)論文 Abstract I Abstract Communicative approach appeared in the 1950’s， it has been studied in China for almost 30 years. As a young teaching approach, it is widely accepted by many middle school English teachers. It is also a good teaching approach with many advantages. For example, it emphasizes the central position of students, and advocates that English is learnt to use, it emphasizes the municative function of the language. Communicative approach helps the students to learn concisely and lively. Communicative approach in the class of middle school is adapted in accordance with the students’ psychological features. However, it still needs improvement. This paper analyzes the disadvantages of municative approach. For example, it puts emphasis on fluency but neglects accuracy。 it stresses the municative ability but neglects grammar, and the testing system is improper. This paper aims at rectifying these shortings in theory and practice. Firstly, we should get rid of some misunderstanding. Secondly, when it is adapted in practice, teachers need to design good introductions in the class and stimulate students’ interests. Thirdly, teachers should create a harmonious atmosphere, and build up a good relationship between teacher and the students. Key words Communicative approach。 municative ability。 middle school English class。 stimulation 本科畢業(yè)論文 摘要 II 摘 要 交際教學(xué)法在中國(guó)的發(fā)展僅三十年的歷史。這種年輕的教學(xué)法在中國(guó)中學(xué)英語(yǔ)課堂得以廣泛地吸收和采納。它有諸多優(yōu)點(diǎn)諸如他以按學(xué)生需要取材，教學(xué)過(guò)程交際化以求學(xué)用合一，學(xué)得精學(xué)得快為核心，它還