A Comparative Study of Situational Language Teaching and Communicative Language Teaching in Teaching Oral English.doc
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1、A Comparative Study of Situational Language Teaching and Communicative Language Teaching in Teaching Oral English 摘要提示:A Comparative Study of Situational Language Teaching and Communicative Language Teaching in Teaching Oral EnglishOutlineThesis Statement: Using Situational Language Teaching and Com
2、municative Language Teaching jointly in teaching oral English to freshmen majoring in international trade can get the best effect. Key words: TEFL, real-life situations, communicative competenceI. Introduction II. Problems in teaching oral English to freshmen majoring in international tradeA. Gettin
3、g students involved in oral English classB. Contents to be taught in oral English courseIII. Brief introduction of SLT and CLTA. Situational Language TeachingB. Communicative Language TeachingC. Comparison of the features of SLT and CLTIV. Application of SLT and CLT in teaching oral English to fresh
4、menV. ConclusionI. Introduction The teaching of foreign languages has evolved for many centuries. Different teaching approaches and methods have been developed by linguists and language teachers, especially in the twentieth century. Chinese foreign language teachers and linguists also developed and
5、introduced some teaching approaches to the teaching of English in China. Among the teaching methods practiced in China, Situational Language Teaching (SLT) and Communicative Language Teaching (CLT) are given most consideration and are advocated to complement or even replace the traditional Grammar-T
6、ranslation Method. Teachers of foreign languages in China have realized the drawbacks of the Grammar-Translation Method and are eager to find a better substitute, but we should also be aware that new methods and approaches might have limitations. We should adapt new teaching approaches creatively to
7、 fit into our own teaching practices. The paper mainly concerns the proper application of the above two approaches in teaching oral English to freshmen majoring in international trade.II. Problems in teaching oral English to freshmen majoring in international tradeThere are two major problems in tea
8、ching oral English to freshmen majoring in international trade. One is how to encourage students to speak more English in the class, and the other one is what should be taught to them in an oral English course.A. Getting students involved in oral English classMotivations for freshmen in college to l
9、earn oral English are mostly intrinsic, that is, they are eager to learn something useful and practical in English (from students response in my questionnaire to freshmen majoring in international trade) for their own sake instead of for passing exams, although it is a requirement that they attend t
10、he oral English course. They are bored of the traditional Grammar-Translation Method practiced by their middle school teachers of English, and are eager to experience something original to them in an oral English class, which may be a first-time experience for almost all of them in their English lea
11、rning process. They have learned English for six years in middle school mainly for the purpose of passing exams instead of for communicating with others, and they are quite knowledgeable in grammar since they have to be good English grammar learners to be admitted by such a national key university.
12、However, their fluency in oral English is much worse compared to their ability in writing, as we can see from the difference of reading a prepared written speech and improvising a much easier conversation. In fact, few of them dare to speak English during the first few classes. They know every word
13、or phrase they need to use and every grammar point they are to follow, however, the only problem is that they cant express it orally. To encourage them to be brave enough and fluent enough in expressing ideas orally what they are already capable of writing in English is the greatest challenge for an
14、 English teacher in such a situation. They already have motivation and interest in learning and practicing oral English, and then it is the teachers responsibility to help them to take the first step in practicing oral English. Students active involvement in classroom activities is the basis of orga
15、nizing a successful oral English class, and thus it requires the teacher to use a more student-oriented teaching approach. Therefore, it is suggested that a few classes shall be devoted to warming up and getting students actively involved in oral English classes, so as to set up the foundation for s
16、uccess in following classes. Communicative Language Teaching Approach can be preferably used to gain fluency in speaking English towards this end.B. Contents to be taught in oral English courseA dilemma for an oral English teacher teaching students majoring in international trade is what to be taugh
17、t in this course: common daily expressions or practical but more complicated business English. It is argued that English learners in China should emphasis on the vertical aspect rather than the horizontal aspect in learning and practicing oral English, that is to say, on the condition of limited tim
18、e and energy, an English learner shall learn more expressions on complete and various topics concerning his present or future field of working, such as doing business with foreigners, rather than learning every possible expression on a same topic, such as saying hello to a foreigner. Since the stude
19、nts majoring in international trade are more likely to be involved in business in the future and they will only have oral English courses in the first year, it is suggested the content in the oral English course shall be based on real business situations incorporating everyday English expressions. T
20、he content shall be arranged according both to difficulty and to topics. Situational Language Teaching Approach can be used in explaining new points to students, while CLT activities can be adopted to practice fluency.III. Brief introduction of SLT and CLTTo have a better idea of why and how SLT and
21、 CLT can be used in solving the above problems, we shall first have a thorough understanding of the these teaching approaches. Richards and Theodore (1988) give a best summary of teaching approaches in their book Approaches and Methods in Language Teaching. Since teaching oral English is the main co
22、ncern of this paper, we will mainly focus on the aspect of teaching spoken English using these two approaches. A brief summary is as follows:A. Situational language teachingAcquiring linguistic data is not sufficient because the scene is not a linguistic one, we will meet different objects and event
23、s which are present at the moment of communication. In this respect Halliday remarks “when we acquire our primary language, we do so by learning how to behave in situations, not by learning rules about what to say” (M.A.K. Halliday et al. 1964:179)The situational language teaching approach just foll
24、ows this rule. Situational language teaching was originally called oral approach, which was developed by British applied linguists from the 1930s to 1960s, and it has provided guidance to many well-known EFL/ESL textbooks and courses, including New Concept English written by Alexander, which is stil
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