情景教学法在中学英语口语教学上的应用-毕业论文.doc

本科生毕业论文（设计）册

学院 XXX学院
专业 英语教育
班级 XXX级英语教育X班
学生 XXX
指导教师 XXX

XXXX大学本科毕业论文（设计）任务书
编 号：
论文（设计）题目： 情景教学法在中学英语口语教学上的应用
学院： XXX学院 专业： 英语教育 班级： XXX级英语教育X班
学生姓名：XXX 学号： XXXXXXXX 指导教师： XXX 职称： 教授

1、 论文（设计）研究目标及主要任务
本论文的研究目标是总结有关中学英语口语教学以及情景教学法的国内外研究及其在中学英语口语教学中的应用。其主要任务是通过分析情景教学法的作用指导中学英语口语教学。

2、论文（设计）的主要内容
本论文分为四章，第一章介绍该研究的背景、目的及论文的设计，第二章介绍口语教学的国内外研究，第三章介绍情景教学法的国内外研究，最后一章讨论了情景教学法在中学英语口语教学上的应用。

3、论文（设计）的基础条件及研究路线
本论文的基础条件是不同的语言学家及教育学家对情景教学法的研究结果。
研究路线是对情景教学法的应用从不同的角度进行阐述，并将其分别应用在中学英语口语教学实践中。

4、主要参考文献
Krashen, S.D. 1982. Principles and Practice of Second Language Acquisition. Oxford: Pergamon Press.
Nunan, D. 1989. Designing Tasks of the Communicative Classroom. Cambridge: Cambridge University Press.
杭理. 2009. 初中英语口语教学现状与研究策略.《考试周刊》第40期, 123-25.
龙文珍. 2003.《中学英语情景教学的设计与运用》. 上海: 华东师范大学.
李吉林. 2006.《情境教学实验与研究》. 北京: 人民教育出版社.
5、计划进度

阶段
起止日期
1
确定初步论文题目
3月16日前
2
与导师见面，确定大致范围，填开题报告和任务书，导师签字
3月16日-3月23日
3
提交论文提纲
3月23日-3月30日
4
交初稿和文献综述
3月30日-4月20日
5
交终稿和评议书
5月8日前

指 导 教师： 年 月 日
教研室主任： 年 月 日
注：一式三份，学院（系）、指导教师、学生各一份
XXXX大学本科生毕业论文（设计）开题报告书
XXX 学院 英语教育 专业 2XXX 届
学生
姓名
XXX
论文（设计）题目
情景教学法在中学英语口语教学上的应用
指导
教师
XXX
专业
职称
XX
所属教研室
英语高年级教研室
研究方向
英语教学法

课题论证：从国内外各个研究等方面论证情景教学法的作用及其在中学英语口语教学中的应用。

方案设计：第一章介绍该研究的背景、目的及论文的设计，
第二章介绍口语教学的国内外研究，
第三章介绍情景教学法的国内外研究，
第四章讨论了情景教学法在中学英语口语教学上的应用。

进度计划：3月16日前确定初步论文题目
3月23日前写开题报告、任务书
3月30日前提交论文提纲
4月20日前提交初稿和文献综述
5月8日前交终稿和评议书
指导教师意见：

指导教师签名： 年 月 日
教研室意见：

教研室主任签名： 年 月 日
XXXX大学本科生毕业论文（设计）文献综述
Literature Review
Spoken language was the most frequently used communication tool for humans. Teachers in middle schools should attach importance to oral English teaching and improve the students’ communicative ability (Zhu Minghui, 2009).
Oral English has some features. Firstly, external language expression and internal language thinking are synchronous. Secondly, spoken language is situational. Even for the same topic and content, there are different expressions. Thirdly, spoken language is loose. In order to make the listener understand easily, people tend to use simple structure (Zhou Xiaoqing, 2012).
Oral English teaching is a curriculum which let students learn spoken knowledge and skills. Oral English teaching is an element of English teaching. Through the teaching students can communicate with others in English (Guan Xulan, 2011).
Oral English teaching has some theoretical bases.
Firstly, cognitive learning theory is to explore the law of learning theory through studying the cognitive process. It insists that human is the subject of studying and learn actively. At first, activity is the medium of people’s knowledge of the external world. The purpose of education is to make students create not repeat. (Jean Piaget, 1970)
Secondly, second language acquisition is also the basis of oral English teaching. S.D.Krashen’s language acquisition theory includes five hypotheses: the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the affective filter hypothesis and the nature order hypothesis. In S.D.Krachen’s mind, only when learners get comprehensive input which is a little higher than his or her present language level and learners can focus his or her attention on comprehension of meaning not form, can the learner gain language acquisition. If the present level of learners is called “i”, the input “i + 1” can improve the learners’ acquisition.
Thirdly, the theory of constructivism is of instructional effect to oral English teaching. Constructivism is a branch of cognitive psychology school. One of its key concepts is schematism which refers to perception of understanding and ways of thinking. Schematism is the origin and core of cognitive structure or the foundation of people getting knowledge of events.
In recent years, scholars in China have done a lot of researches in oral English. In the 1990s, the scholars have explored the situation and problems of oral English teaching from the perspectives of culture shock, teachers’ quality, emphasis degree and students’ psychological barriers, etc ( Kang & Lu, 1998). Wen (2001) and Liu (2002) have carried out surveys and gave suggestions for the theory and practice of oral English teaching from the backwash effect of the National Spoken Test. Yang (2002) has called for the evaluation of oral proficiency, careful actions in the design of tasks and the application of communicative strategies as well as for the balance between the time distribution of peer talk and teacher talk, between the center on form and on meaning.
Actually listening, speaking, reading and writing are inextricably linked. One of the main teaching principles of Communicative teaching methodology is to regard the skills of listening, speaking, reading and writing as comprehensive language activity and put speaking and reading and writing in the equally important places (Zhao, 2011).
American social linguists Hymes have put forward the concept of “communicative competence” according to Chomsky’s linguistics competence. Communicative competence could be understood as the application of potential language knowledge and ability. In Hymes’ mind, communicative competence should consider four aspects. Firstly, the speaking should be grammatically correct. That is right in form. Secondly, the speaking should be suitable. Thirdly, the speaking should be appropriate. Fourthly, the speaking should emerge in real life.
In the twentieth century, Baker (1924) has suggested that English teaching should include not only grammar and writing but also language as a tool for communication in the social context. Ortega and Norris both have paid attention to issues about oral production. Ortega has offered a different view of relationship between projecting and second language oral production from the standpoint of art. She calls for multiple sources of data and analysis to make guidance for second language use inside and outside the classroom.
It is remarkable of the number of creative activities designed by many scholars over the last fifteen years. These activities are useful to improve learners’ communicative competence and they have changed the teaching of oral skills (Kransch, 1993). He emphasized the great importance of oral English and appreciated the development of oral English teaching.
According to English scholar Hornby’s thoughts (1981), situational teaching approach means that the teachers create some concrete and vivid teaching situations purposefully during the class to help the students gain knowledge and develop skills. He insisted the teachers should introduce new vocabulary and sentence structure to the students first to prepare for understand the article and then deal with the article when they apply the situational teaching approach.
Yu Yao (2003) expressed her idea about situational teaching approach. Her definition about the situational teaching method originates from Firth’s linguistic theory “language has its meaning according to language background and context”. She has the opinion that the students can express their ideas imitating the similar sentences in the situation, communicate with other students emotionally and master language structures.
Anderson (1996) have pointed out that the most obvious characteristic of situational teaching approach is “to help the students to learn language knowledge on the carrier of the true language situations”. Specifically, Zhang Qingying (2005) came up with several features of situational teaching approach.
Firstly, situational teaching approach has the characteristic of audio-vision and vividness. Yu Yao (2003) thought “the situation is the concrete scene and occasion where language exists”. Secondly, situational teaching approach has the characteristics of symmetry of emotion and perception. Zhang Qingying thought that learning process is the process of interaction of students’ emotion and perception. Thirdly, situational teaching approach has the characteristics of putting education and enjoyment together.
In China, the situational teaching approach originates from English Language Teaching established by Zhang Shiyi in 1948. Zhang Jianzhong has also made contribution to the development of situational teaching approach. Zhang Jianzhong and Yu Hongzhen (2000) thought situation is an important factor that influences the effect of English teaching. Wang Yanping and Zhang Jing (2003) have also explored the situational teaching approach. In the article, the Integration between Situated Cognition Theory and English Language Teaching, they pointed out that the students should learn in real environment and learning tasks can not be far away from true situations. Long Wenzhen (2003) also indicated that in concrete situations students understand the passed information and their desire of expressing their thoughts is inspired. Thus the ability of expressing ideas using English is improved.
In foreign countries, linguists and educators have researched the effect of situational teaching approach on teaching extensively and deeply.
Dewey values situational teaching approach much. He is the first person to use situational teaching approach in education. In his mind, the process of teaching is the process in which teachers should create situations to inspire students’ learning motivation. He has developed the theory and practice of situational teaching approach.
Firth and Halliday (1974) researched situational teaching approach in oral English class. They thought that situational teaching is to present teaching materials by object, pictures, acting and multimedia. It makes students get more perceptual cognitions and express and react well outside the classroom.
Literature review includes reviews of oral English teaching and reviews of situational teaching approach. It presents the definitions of oral English teaching and situational teaching approach and some researches on oral English teaching and situational teaching approach. It is the theoretical foundation of the thesis.

本科生毕业论文设计

题目： 情景教学法在中学英语口语教学上的应用

作者姓名： XXX
指导教师： XXX
所在学院： XXX学院
专业（系）： 英语教育
班级（届）： XXXX届

完成日期 2013 年 5 月 8 日
The Application of Situational Teaching Approach to Oral English Teaching in Middle Schools

BY
XXXX
Prof. XXXX, Tutor

A Thesis Submitted to Department of English
Language and Literature in Partial
Fulfillment of the
Requirements for the Degree of B.A. in English
At XXXXUniversity

May 8th, 2013

Abstract

With the globalization of the world economy, especially after China joining the World Trade Organization, oral English becomes more and more important in daily life and the work. However, in middle schools, the students’ spoken English is poor and the oral English teaching has many problems. In order to solve the problems, the author purposes that situational teaching approach be used to improve the oral English teaching in middle schools.
Situational teaching approach is not a new word. In recent years, many educators have researched the teaching method which applies situations to oral English teaching in middle schools. The author summarizes the theories and researches on oral English teaching and situational teaching approach and comes up with the measures and ways as well as the issues teachers need to pay attention to when applying situational teaching approach to oral English teaching. At the end of the thesis, the effects of situational teaching approach on students’ overall language proficiency and teachers’ skills are given. The teachers in middle schools are encouraged to apply situational teaching approach to oral English teaching, which can animate the class atmosphere and arouse students’ interest and then improve students’ oral English.

Key words: Situational teaching approach, Oral English, Application

摘 要

随着经济的全球化，尤其是我国加入世界贸易组织后，英语口语在我们日常生活和工作中都越来越重要了。但是，我国中学生的英语口语水平普遍不高，英语口语教学现状不太乐观。针对这一情况，本文作者认为情景教学法对提高中学生的英语口语有一定的帮助。
情景教学法并不是一个新名词。近年来，对于如何将情景融入中学英语口语课堂上，许多教育工作者都进行了积极的研究和探索。本文作者详细总结了英语口语教学和情景教学法的理论基础和各项研究，并把情景教学法应用到中学英语口语课堂上，提出了有效的措施和方法以及应该注意的问题。论文最后叙述了情景教学法对提高学生语言综合运用能力和教师水平的作用，并鼓励中学教师在英语口语教学上积极运用情景教学法，活跃课堂气氛，提高学生学习兴趣，进而提高学生的英语口语水平。

关键词: 情景教学法, 英语口语, 应用

Table of Contents

1. Introduction………………………………………………………………………. 1
1.1The background of the study………………………………………………….... 1
1.1.1 The present situation of oral English teaching in middle schools………. 1
1.1.2 The problems of oral English teaching in middle schools……………….1
1.2 The purpose and significance of the study…………………………………….3
1.3 The layout of the thesis……………………………………………………….. 4
2. Review of oral English teaching..…………………………………………………5
2.1 Spoken language and oral English teaching………………………………….. 5
2.1.1 Definition and features of spoken language…………………………….. 5
2.1.2 Definition and theoretical bases of oral English teaching………………. 6
2.2 Researches on oral English teaching at home and abroad……………………..8
2.2.1 Studies at home…………………………………………………………..8
2.2.2 Studies abroad…………………………………………………………...10
3. Review of situational teaching approach……………………………………….13
3.1 Definition of situational teaching approach…………………………………...13
3.2 Characteristics of situational teaching approach………………………………14
3.3 Researches on situational teaching approach at home and abroad……………16
3.3.1 Studies at home………………………………………………………….16
3.3.2 Studies abroad…………………………………………………………...17
4. The application of situational teaching approach in oral English teaching…..19
4.1 Theoretical foundation of creating situations…………………………………19
4.2 The principles of creating situations in oral English class…………………… 21
4.3 The measures of creating situations in oral English class……………………..22
4.4 The issue to ponder…………………………………………………………….25
5. Conclusion………………………………………………………………………...26
Bibliography…………………………………………………………………………28

vii
1. Introduction

1.1 The background of the study
1.1.1 The present situation of oral English teaching in middle schools
For a long time, China's oral English teaching is still pent up by the traditional teaching methods which pay much attention on grammar and translation. Many teachers can skillfully recreate knowledge related to the teaching material and effectively organize and control class activities. However, the teachers lack strategies and methods of oral English teaching. In many occasions, the teachers neglect the cu