交际法在中国大学英语教学中应用情况调查与研究.pdfVIP

摘 要 近几年，中国越来越关注英语教学中的教育改革。八十年代初期以来，一种创 新性的教学模式－交际式教学作为一种有效的值得推荐的教学方法在中国的英语教 学中被采用。适应不同类型学校不同需求的新教材在全国得到推广。在新课程中， 英语教学的目的是为了通过有意义的反复练习和交际活动提高学习者的英语交际能 力。教育部官员尽力为英语教师提供培训和再培训机会。通过培训，教师们开始意 识到英语教学不等同于语法教学。传统的基于语法的考试模式被新的形式所代替。 四级考试中已经加入了为高分同学设计的口语测试。 然而，交际式教学并没有达到预期的效果。这就需要通过对交际式教学主体－ 教师和学生两方面调查找出其原因所在。 本文追溯了交际法产生的历史背景，分析了交际法在国内外的研究现状，通过 对武汉两所高校－中南财经政法大学和湖北大学共三十二名英语教师和一百五十名 非英语专业的学生发放的问卷调查，试图找出影响交际法在中国实施效果的因素。 通过问卷调查我们可以得知CLT 在中国的实施现状具有以下几个特点：教师因 缺乏足够的教学培训，对实施交际法没有信心，所以固守传统教师角色；虽然新教 材在内容和编排上已经越来越体现交际化，但教师在课堂上仍侧重语法教学。因此 学生在课堂上很少有时间和机会进行小组活动；过度呆板僵硬的考试模式测评不出 学生实际的交际能力，成为交际式教学法使用的障碍. 关键词：交际教学法 实施 交际能力 大学英语教学 II Abstract In recent years, educational innovations in English education have received considerable attention in China. Since the early 1980s, Communicative Language Teaching (CLT) as an innovative teaching method has been accepted in China as a valid and indeed recommended approach to teaching English. New teaching materials have been introduced to meet the different needs of various kinds of schools throughout China. In the new curricula, the goal of English teaching is to develop the learners’ communicative competence in English through meaningful drills and communicative activities. Administers of educational departments are trying their efforts to provide opportunities for English teachers’ training and retraining. As a result of this training, many teachers have come to realize that English teaching is not equal to the grammar teaching. The traditional grammar-based examinations are being changed to better forms in CLT. Spoken English test have been already added to CET4 test for the students who can score high. However, the anticipated levels have not been achieved as designed. Th