如何写英语论文格式
发布时间:2024-04-27 09:30  

  

      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.


  Bibliography


  [1]AdvancedLearner’mercialPress,1997.


  [2]’sPress,1981.


  [3]Yousef,rganization,1974.


  [4]蒋磊.英汉习语的文化观照与对比.武汉大学出版社,2000.


  [5]贾玉新.跨文化交际学.上海外语教育出版社,1997.


  [6]卢梅.英汉习语的文化差异及其翻译.西南科技大学学报,2005,(01):91-93.


  ……


  


打印此文 关闭窗口
很牛学术网 联系我们 文献下载器
返回顶部
扫一扫