example, it shows that the adverse application of the principle of informativeness could increase the students’ interests in oral practice. So it will bring about a better result in improving their own oral English ability according to Song’ research (2000). And Xie (2003) explained the theory of linguistic adaptation which was a newly-constructed pragmatic theory. It has given enlightenment and guidance for oral English teaching.
Communicative teaching approach is accepted by most of English teachers. This kind of method admits that language competence is the ability to use language abiding by grammar norms and communicative competence is the ability to use language correctly and properly according to the language environment and the identification of the speakers and listeners. The core of teaching and learning is the communicative function of foreign language and its original impetus is the necessity of communication in all aspects of social life.
Actually listening, speaking, reading and writing are inextricably linked. One of the main teaching principles of communicative teaching approach is to regard the skills of listening, speaking, reading and writing as comprehensive language activity and put speaking, reading and writing in the equally important places (Zhao, 2011).
In Altenberg’s (1988) research, most of the spontaneous speech is realized by chunks of language stored in the memory. Chunk of language is the characteristic of authentic language, while the traditional teaching method which regards language as vocabulary and grammar ignores the features of authentic language. At present, more and more scholars think language output is brought about through chunks of language stored in the memory and it does not always obey the grammar rules. The basic unit of language is chunk of language not single vocabulary. The researches of chunks of language have transformational impact on language and language teaching. So the traditional view of treating
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language as vocabulary and grammar is challenged. Chunk of language is a kind of novel angle of view for people to learn language and teach second language. Teaching of language chunk would be a new way to reform oral English teaching (Zhao & Hou, 2008).
In oral English teaching classes, teachers are the leading factor and students are the main body. Create good and pleasant atmosphere in class. In this kind of class, the students are less nervous and would be in the best state of learning. The atmosphere of democracy, relax and harmony comes into being through longtime teaching practice. It is a process of respect, communication and comprehension (Ding, 2003).
Scholars in China have realized the importance of oral English teaching and students’ communicative ability. They encourage the students to practice in class and do not regard them as passive receivers. In addition, they offer some feasible suggestions. Nevertheless, these suggestions are not very efficient and the consequence of oral English teaching is not satisfactory. So it’s urgent for researchers to perform a feasible research in oral English teaching.
2.2.2 Studies abroad
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. So speaking involves mechanics, functions, social and cultural rules and norms. Use the correct words in the right sequence with the right
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pronunciation. Know when to present the clarity of message and when not. Understand how to consider who is talking to whom, in what situation, about what and why.
According to the English scholar, Wilkins, the aim of foreign language teaching focus on not only the ability of using correct speech sounds and grammatical structures, but also using foreign language appropriately in different language contexts. So the mission of foreign language teaching is to teach students pronunciation and grammar, and more important is to foster students’ communicative competence.
In the twentieth century, Baker (1924) 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 skill (Kransch, 1993). He emphasizes the great importance of oral English and appreciated the development of oral English teaching.
In 1986, based on personal experience, Byrne researched techniques and procedures in order to develop oral skill at the phases of presentation, practice and production. He has attempted to provide the teachers some useful instructions in oral English teaching. Moreover, his work includes a lot of examples of learning activities particularly at the stage of production.
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All these researches may offer some implications for oral English teaching, thus more researchers are demanded to make exploration in oral English teaching from the perspective of both teachers and students. English teachers can adopt the useful examples to improve the students oral English.
3. Review of situational teaching approach
When the Audio-Lingual method prevailed in English-speaking countries in Europe, the audio-visual method which originated from Palmer’s oral approach and was also called the situational teaching method was prevalent in England from the 1930s to the 1960s. This approach is proposed by Peter Guberina and Paul Rivence. Their idea is that when people communicate with others with a language, the concrete situation sets the way and the tone. When people use their eyes, ears and brains together, they remember the language longer. After the 1920s, situational teaching approach was introduced into China and has been widely used.
3.1 Definition of situational teaching approach
The situational teaching approach is a teaching method in which the vision and hearing are united. It creates situation making use of pictures and slide shows and emphasizes the teaching in the situations of real world. It requires the teachers to create concrete settings including lots of colorful images in the teaching process. The teachers help the students to understand and gain knowledge or skills and improve the students’ mental functions. In addition, the situational teaching method produces the idea of presentation, practice and production. The target item is presented and given practice and then get a production. It happens in one lesson.
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According to English scholar Hornby (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 insists 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. When the teachers present new knowledge, combine it with the contents of teaching situation.
Yu (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”. In class, the teachers should create all kinds of true and natural situations on the base of the teaching contents and the syllabus so that the students immerse themselves in it and get language knowledge, when making use of situational teaching approach. 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.
To mobilize the enthusiasm of the students and improve the teaching effect, some teachers have also explored the situational teaching approach. They all thought situational teaching method is based on the teaching purpose and contents and it aims to create vivid situations and stimulate the students’ enthusiasm and positivity. It can improve the students’ ability of thinking and practice through analyzing and solving problems, thus realize the goal of teaching. The core of situational teaching approach is to involve the students’ emotional experience.
In the teaching process, the situations that the teachers create are multiple and complicated. But their main bodies are images.
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情景教学法在中学英语口语教学上的应用_毕业论文
