OnExtra-curricularActivitiesandCultivationof

　　EnglishCommunicativeAbilityofCollegeStudents

　　Applicant：XX

　　Supervisor：XX

　　Faculty：XXX

　　May10，2008

　　XXXUniversity

　　Contents

　　摘要i

　　Abstractii

　　uction1

　　1.1TheSignificanceofTopic1

　　1.2ResearchMethods1

　　Research1

　　2.1LinguisticsRationale1

　　1

　　2.1.2TheoryofCommunicativeCompetencebyCanale&Swain2

　　2.1.3TheoryofCommunicativeCompetencebyBachman2

　　2.2TheoreticalBasisoftheTopic2

　　2.2.1Piaget39;sTheory2

　　2.2.2AmericanScholarAlanAndean&Weirabout“RolePlay”3

　　2.3RelatedStudies3

　　2.3.1ResearchesAbroad3

　　2.3.2ResearchesinChina3

　　tationoftheEnglishTeaching4

　　3.1TheDrawbacksofTraditionalTeachingMethods4

　　3.2ModernInterestTeaching——CLT4

　　3.2.1DefinitionofCLT4

　　3.2.2TheContentandSubstanceofCLT5

　　3.2.3CLTintheUseofEnglishOut-of-classActivities6

　　-of-classActivitiesandCultivationofCommunicationAbility6

　　4.1TheRoleofOut-of-classActivitiesinTrainingofCommunicationAbility6

　　4.2CurrentSituationofCollegeStudents’Out-of-classLearning7

　　4.3AnalysisontheCausesforProblems8

　　4.4CarryingOuttheOut-of-classActivitiesinScientificandEffectiveWay9

　　4.5ASuggestedFrameworkforStrategyStudy11

　　4.5.1Introduction11

　　4.5.2AnOut-of-classEnglishLearningCenter11

　　sion12

　　Bibliography14

　　摘要

　　美国社会语言学家DwellHymes认为，交际能力不仅包括对一种语言的语言形式的理解和掌握，而且还包括对在何时何地、以什么方式对谁恰当使用语言形式进行交际的知识体系的理解和掌握。作为课堂的延伸和补充，课外活动在提高大学生英语交际能力方面起着至关重要的作用。课外活动能创造交际活动情境，使学生充分发挥主体性、能动性和创造性，促使学生语言交际能力的和谐发展和学生素质的全面提高。本文从应用语言学的角度探讨大学生英语课外活动课程的实施理念与实践，其目的是培养学生运用英语交际的兴趣，提高英语语言能力，发挥个性特长，发展思维能力和交际能力。最后根据研究，本文提出旨在培养优化大学生课外学习的策略，并提出了建立课外英语学习中心的设想，用以配合策略培训，促进课外自主学习。

　　关键词：大学生交际能力英语课外活动学习策略

　　Abstract

　　AmericansocietylinguistDwellHymesthinks：Communicativecompetencenotonlyincludestheunderstandingandgrasptoaformoflanguage，butalsoincludestheunderstandingandmasteringinwhenandwhere，andhowandtowhomttensionoftheclassroom，out-of-classactivitiesplreatecommunicationsituation，ethecommueperspectiveofAppliedLinguistics，thisessaytriestostudytheideaandpracticeofEnglishactivitycourseincollegeschool，forthepurposeoffosteringstudents’interestinEnglishcommunication，improvingtheirEnglishlanguageability，givingfullplaytotheirindividualityandspy，inordertoimprovethecollegestudents39;learningstrategy，theessaywillprovideasuggestedframeworkforstrategytrainingbasedontheresultsofthisinvestigation.

　　Keywords：collegestudents，communicativecompetence，learningstrategies，out-of-classactivities

　　uction

　　1.1TheSignificanceofTopic

　　rtolearnadvancedscientificknowledgeinthedevelopedcountries，tostrengtheneconomictradewithallcountries，r，theteachinecentyearspeopleusuallythinktheEnglishconditionofChinesestudentsas“muteEnglish”or“deafEnglish”.TheirEnglishlearningstartsfromtheprimaryschool，withalongperiodofsevenyears，eightyears，oreven10years，theystillcannotuseEnglishtomakedialogue，sonisthattheexam-orientededucationcancultivatestudentswhoareonlygoodatexaminations，-of-classEnglishlearningmayenablethemrelatedknowledge，furthertheirskills.

　　1.2ResearchMethods

　　Themainmethodsforthestudyareinsistingoncombiningthetheorywithpracasisofthisanalysisandresearch，wardproposalstoimprove.

　　Research

　　2.1LinguisticsRationale

　　In1972，Hymesdeliveredaspeechentitled“Oncommunicativecompetence”，put“communicativecompetence”esummarizedasaperson’lyincludesfouraspects：grammaticality，acceptability，appropriate，municativecompetenceisincludingaperson39;slanguageknowledge，societyculturalknowledge，literaryknowledge，cognitivecapacity，ore，foreignlanguageteaching39;“Oncommunicativecompetence”theoryhasprovidedthetheorybasisforcommunicativelanguageteaching.

　　2.1.2TheoryofCommunicativeCompetencebyCanale&Swain

　　Inthe1980s，Kanaminkthatcommunicationcapabilitiesinclude：Grammarability，sociallanguageskills，cticehasprovedthattheirtheoryistheguidingofthelanguageteachingandstandardofthetestingprogrammatic.

　　2.1.3TheoryofCommunicativeCompetencebyBachman

　　Onthebasisofvarioustheories，Bacevesthatcommunicativelanguageabilityiscomposedofthreeparts：languagecompetence，romenrichingexpositionofthelanguageability，thestlaintherelativeimportanceofimplementationfactor.

　　2.2TheoreticalBasisoftheTopic

　　2.2.1Piaget39;sTheory

　　Constructivistlearningconceptproposedthatknowledgeisnotsimplytobetaughtbyteachers，buttobelearnedbyeachstudentinacertainsituation(socialandculturalbackground).Studentscanobtainknowledgeandinformationbymakinguseofotherpeople，usingthenecessarylearningmaterialsthroughinterpersonalcooperation，ore，the"situation"，"collaboration"and"conversation"and"constructingmeaning"arethefourelementsinthelearningenvironment.

　　2.2.2AmericanScholarAlanAndean&Weirabout“RolePlay”

　　“Roleplay”teachintsthroughthewayofconsultation，studyeachkindofacademicknowledge，inorderthattheycansolvethesocialproblemeffectivelyinthefuture.

　　2.3RelatedStudies

　　2.3.1ResearchesAbroad

　　Theoverseasscates“thechildplay-ground”imeofFrenchEnlightenmentandRousseau(18thcentury)，"directexperience"austressed"outsideworldwithoutbooks，nomaterialsotherthanthefacts"，andadvocated"natural"nitedStatesinthe19thcentury，thefirstschoolintheworldwhichuseactivitycurriculumtheoryasteachingguidance-Dewey39;sChicagoexperimentalschool，1896-1903DeweyChicagoexperimentalcoursesinschooctivitycoursesarebasedonthepragmatism，lastedmorethan50yearsinAmericanschools，andtheiraffectsareprofoundandwidespread.

　　2.3.2ResearchesinChina

　　Inourcountry，nomatterwhatstage，thesecourseshavedifferentnames，forexample，out-of-classactivities，thesecondclassroom，classactivities，ory，thedevelopmentofactivitycoursesiscloselyrelatedtheprogressandreformandguidingrulesofthegovernment.

　　tationoftheEnglishTeaching

　　3.1TheDrawbacksofTraditionalTeachingMethods

　　ReviewingthetraditionalEnglishteachingmethod，hsocialprogressanddevelopment，itsshortcomingsarealsoincreasinglyrevealed.

　　First，becausetheChinesetestsystemisimperfect，thetraditionalteaching，usesmanystudentstogetahighscore，ly，inthetraditionalEnglishteaching，teacheristheleader，cherstandsontheplatformproposingthequestions，analyzingandexplainingthem，studentisjustpassiveaudience，understandsthecontentpassively，achingmethoddoesnothaveinteraction；hardlytrainstudent’，inteaching，tostresstheaccuracyofknowledge，teachersusuallyuseChinesetoexplain.

　　sly，edwiththelanguageplasticfunction，itpaysmoreattentiontotheformoflanguageandthegrammaticalfunction，ratherthanraisesthecommunicationandutilizationabilityofit.

　　3.2ModernInterestTeaching——CLT

　　3.2.1DefinitionofCLT

　　Theconteiscarriesonlanguageteachingintherealscene，advocatingteachingprocesstosocialization，andcultivatingtheabilityofapplication，rominentcommunicativelanguageteaching，auxiliarybysomegrammar，translation，sentenceandsoon，isbasedonthegoaltopromotetheculturelanguagecommunicativecompetence.

　　Thecoreofcommunicativelanicprinciplesofteachingmaybesummarized：

　　Thelanguageistheinformationcarrier，guageteachingmustrealizecommunicationthrougheachkindofactivities.

　　Languageutilization39;mistakeisnaturalandinevitable；wemaycorrectthemgraduallyinthelearningprocess.

　　chermuststimulatethestudents39;enthusiasmandinitiativeparticipation；icar39;sdutyistoprovideandcreatetherealhumanrelationsscene，enablestudentstoutilizethelanguagefreelyandinitiatively.

　　3.2.2TheContentandSubstanceofCLT

　　Thepurposeofthecommunicativelanguageteachingistocultivatestudents39;’oesnotmeanthatthecommunicativelanguageteachingonlypaysgreatattentiontotheoralEnglish，tivationofcommunicationcapabilityshouldmanifestintheformoffouraspectsoflistening，speaking，，incommunicativelanguageteaching，someteacherspursuethespokenlanguagesimply，ultthemajorityofstudentsonlylearnsomespokenlanguages，buttheknowledgestudyisnotsolid，dicatesthattheseteachersdonotunderstandthecommunicativelanguageteachingrightlyandcompletely.

　　Intheteaching，listening，speaking，reading，chershouldhelpstudentgetknowledge，ouldcoordinateclosely，completetheinstructiontogether.

　　3.2.3CLTintheUseofEnglishOut-of-classActivities

　　Accordingtostudents39;majorcharacterandemploymentneed，makesurestudent39;sunderstandingdomain，emotiondomainandskilldomain，etheout-of-classactivitiescontent，processofteacchershouldgivestudentsenoughfreespacetodisplay，donotcriticizethemeagerly，pointoutmistakes，yavoidstudentsbeingdiscouraged，butcausethemtohavethesenseofachievement，ressionofstudentsislimited；teachersshouldadoptvariousmeanstoenablestudentstohavesufficientinformationadded，tion，aketeacherstoteachthroughplaying，causethestudenttobecomethetrulyindependentlearnergradually.

　　-of-classActivitiesandCultivationofCommunicationAbility

　　4.1TheRoleofOut-of-classActivitiesinTrainingofCommunicationAbility

　　Out-of-cssroominstructionandtheout-of-classactivitieignlanguageclassroominstructionisthebasicteachingform，r，itisundeniablethatout-of-consolidateandstrengthentheclassroomknowledge，sothmfiltratemutually，theglossaryisrelatedtoclassroomsubject，thesentenceandlanguagesynthesisutilizationabilitywhichcouldbeimprovedgraduallyinthepracticeofout-of-classactivities.

　　Thegoalofforeignlanguageextra-curricularactivitiesisjusttoenhancetheabilityofstudents39;ottopicsoflifeaswellasvariouspractices，withtherealnaturallanguageenvironment，couldarousestudents39;dentsstudyandconsolidateEnglishineachkindofactivities，enhancetheirforeignlanguagecommunicationskills.

　　4.2CurrentSituationofCollegeStudents’Out-of-classLearning

　　Asweknow，Englishlearningisnotrestrictedinclass，allyforcollegestudents，theirclasstimeisverylimited，tedoutbyprofessorZhe，fromBeijingUniversity，thereareonly288classperiodsforcollegestudents，imeisverylimited，ow，toagreatextent，edwithin-classlearning，tsuniqueadvantages：first，thereisplentyofsparetimetoexploitforlearners，whichisthecrucialconditionforsuccessfullearning；second，onally，theycanhelplealongtime，influencedbyourtraditionalteachingandlearning，collegestudents’orderedphenomenainlearningareveryserious，exactly，mostcollegestudentsjustlearnEnglishblindlyaccordingtotheirowninterests，ally，forthefreshmenandsecond-yearstudents，theyareoftenfreeatbeginningandbusywhenanexaminationiscoming，tosaytheyhavenogoals，tenfeelnothingtodoordon’’smore，mostofthemareusedtodependingontheteachersandthetextbooksandnotaccustomedtothelearningsituationwithouthomework.

　　Ontheotherhand，toourdisappointment，facingthisserioussituation，thecollegesandtheteachersdon’tcarryouteffectivemeasurestoorganizeanddirectthestudents’nomorenow，changingthisunfavorablesituationbecomesanurgenttask.

　　4.3AnalysisontheCausesforProblems

　　Afteryouhavelearnedthecurrentsituationofthecollegestudents’out-of-classlearning，Ithinkyoucan’e，thecollegestudents’featuresofout-of-classlearningintoconsideration，wefindthatthebasiccauseisthestudents’previousEnglishlearningexperience.

　　Beforethesestudentscametocollege，arningexperchersnearlydominateeveryaspectofthelearners’learning，includingtheirout-of-classlearning，andthestudentsseldomgettherealindependentout-of-classlearning，mostoftheout-of-clning，thelearnersareusuallyledbytheirteachersanddon’thavlly，thelearnersbegantodependontheteachersforeverythinginlearning；asaresult，ndtodependononeortwobooksandtheteachers，ntly，thiskindoflearningexperienceleadstothelackofthelearningstrategies.

　　Wefind，theydonothavethenecessarymeta-cognitivestrategies，uationinevitablyleadstonoplans，whymanystudentsclaimthattheygetusedtoconstantcompulsion，supervisionandassignmentdeadlines，fortheyfeelunabletotimetablethem，theyhavenoappropriatecognitivestrategiestoapproachtheirult，eventhoughsomestudentsshowtheiroppositiontodependingontheteachers；theyareatalossonhowtodealwiththem，d，thelackofstrategiesgetsitswaytotheirdependentlanguagelearning.

　　4.4CarryingOuttheOut-of-classActivitiesinScientificandEffectiveWay

　　Howtocarryouttheout-of-classactivitiesscientificallyandeffectively？Ithinkwehavetopayattentiontothefollowingthreeaspects：

　　First，nguageistheface-to-facecommunication，tsandteachers(orstudents)opicsoftencanleadtogreatinterestinstudents，suchas：lovevalues，theprosandconsofcomputersandtelevision，populationgrowth，fakeandshoddy，consumption，theincreaseoftuition，familyrelations，oftentalkaboutthemwithhighlyinterest，pracrsalsocanorganizethelanguagepractice，forexample：weekendexcursions，shopping，picnics，andsoon，organizingstudentstolistenEnglishnews，watchingfilms，videosandtelevision，becausethtion，theorganizationofspecializedforeignlanguageactivitiesisaprettygoodchoiceforstudentswithvariousformsofEnglishreadingcontest，speechcontest，Englishcorner，extra-curricularstudygroup，Englishtheatricalperformances，foreignlanguagebroadcasts…studentstoconsolidateEnglishinavarietyofactivitiesandenhancetheforeignlanguagecommunicationskills.

　　Secondly，tainsense，tedoutbyBrown："Whenyouteachalanguage，youhavetotransferacomplexculture，practices，values，andwaysofthinking，emotionalandbehavioralsystems."Thisiswhytodayforenificanceofintroducingtherealtextis：makingstudentscontactwithforeignculturedirectly，trainingstudent’sculturalawareness；requiringthestudentstoparticipateinthemeaningfulcommunicationinthewayoflearningmothertongue，tion，thedesignoflearningtasksshouldprovideclearandreallanguageinformation，sothatstudentscanstudyEnglishinanatural，authenticcontext，-of-clacreateanenvironmentsimilartorealsociety；cultivatestudents39;abilitytouseEnglishinworkandinthereallife.

　　Thirdly，-of-classactivitiesaretheexchangesofemotions，ideas，chercounselsstudenttoinquesttheteachingprocess，’sforlayingafoundationofcultivatingself-confidence，eofteachersinextra-curricularactinantpositionintheout-of–classactivitiesisstudents；reefromclassroomenvironment，teacherandtime，mentalityofstudentswillalwaysbeinstablecondition，longerfeelthatlearore，theinitiativewillbeenhancedgreatlywithenthusiasticunprecedentedupsurge，andEnglishstudyisnolongeraburdenbutapleasure.

　　4.5ASuggestedFrameworkforStrategyStudy

　　4.5.1Introduction

　　Aspointedoutabove，noempiricalevidencehasyetbeenprovidedtodeterminethebestmethodforconductingstrategytraining，vebeendesigned1)toraisestudents’awarenessastothepurposeandrationaleofstrategyuse.2)togivestudentsopportunitiestopracticethestrategiesthattheyarebeingtaught.3)tohhreecomponentsarenecessaryforeachapproachinconductingstrategytraining.

　　4.5.2AnOut-of-classEnglishLearningCenter

　　rtoimproveout-of-classlearning，Ihaveasuggestionindetail.

　　Accordingtotheoriesonsecondlanguagelearningacquisition，languagelearningenvironmentiscrucialforcollegestudents’Englishlearning，especially，hinvestigation，wefindthatonlyasmallpercentageofthe400participantsreadEnglishnewspapersregularly，orwatchEnglishprogramonTV，orlistentoEnglish；mostoftheparticipantsareonlyusedtoreadingEnglishbooksbythemselvesrhindividualinterviews，wefindtworeasonsforthisresult：oneisthatcollegesdon’tprovidelearnerswithappropriateout-of-classlearningenvironment；theotheristhatmostlearnersfeelthattheylackproperlearningatmosphere，learningfacilities，learningresources，andnecessaryguidanceandtechnicwhymanylearnersfeelthattheysimplydonotse，thecollegestudent’sfailureinout-of-classlearningcanbeattributedtwoaspects：oneisthelackoflearningstrategies；theotheristhelackofnecessaryenvironment.

　　Fromthepointsmentionedabove，wecansummarizethatlanguagelearningenvironmentandlearningstrategiesarethetwofactors，whichinfluencecollegestudents’ghinmostcollegesoruniversities，facilitiesavailableincludemultimediarooms，videoroomsandcomputernetwork，ontheonehand，thesefacilitiesarefarfrombeingenough，what’smore，theyaremostlyusedforteachingandnotopenforout-of-classlearning；inaword，allthesefacilitieslackefficiency.

　　Basedonthediscussionabove，Ihaveproposedtosetupaflexibleself-accesslanguagelearningcenterwhichwillgivestudentsfreeaccesstoavarietyoteraimsatintroducingstudentstoindependentlearningstrategiesandcreatingallkindsofopportunitiestohelpthemusethesestrategies，andlearningconditionsforlearners.

　　Inthiscenter，materningresourcesincludebooks，magazines，newspapers，worksheets，audioandvideotapes，theirsparetime，thecollegestudentswillbeabletousethematerialsattheirownlevelandpace，romprovidingresourcesandfacilities，someprofessionalstaffisneededinthiscenter，becauseself-accesslearningisnewtothestudents，eyexposetoit，theywillencountersomeproblems，suchastechnicaldifficulties，oretheyneedallkindsofhelportechnicalsupporttoexploitthiscenter.

　　sion

　　Thispaperhashighlightedtheimportancstopic，edevelopmentofsociety，raisingstudent39;sspokenEnglishionghistory，rearestillalotofpeoplewhodonotunderstandthetruemeaningofit，rtoprovidesomesolutionfortheproblemsexistinginthecollegestudents’out-of-classlearning，anout-of-classEnglishlearningcenterisdesignedtoprovidelearnerswithstrategytraining.

　　Inshort，thetheoryandpracticehaveprovedthattheout-of-classEnglishactivitiescanstimulatethecuriosityandinterestinstudy，trainingstudents’languageskills，thinkingability，theabilitytoinnovate，andautonomousself-learningability，aswellascommunicationandcooperationcapacity.

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