重形式教学法在口语课上的应用_英语教学论文
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摘要:

Focus-on-form 教学是目前比较热门的一种教学形式,它引起了国内外的广泛关注。为了研究focus-on-form两种类型在口语课上的实用性和教师如何运用focus-on-form提高学生英语口语水平,本文作者以大学外国语学院英语系大一学生的口语课堂为观察对象,用课堂观察法、问卷调查和访谈等方法,调查研究focus-on-form 教学方式在我校口语课上的运用情况。通过调查发现,在我系大一口语课堂上,偶然的focus-on-form比事先准备的focus-on-form更受欢迎。但这种类型focus-on-form的应用受到老师教学水平的限制。老师必须对学生的英语水平有一定的了解,才能制定出符合学生的教学内容,并在适当的时候将学生的注意力转移到形式学习上。另外,小组讨论在口语课堂上应用广泛并且有效,大大增加了学生练习口语的机会。

关键词:focus-on-form教学法,口语课,应用

Abstract:

Focus-on-form is a popular teaching method which is paid attention by teachers and researchers all over the world. In order to find out which type of focus-on-form is more effective and how the teacher implements focus-on-form in teaching, this paper focuses on the multiple teaching methods designed by the oral English teacher Keats and applied in Grade one of English majors in Foreign languages College of University. Methodologies are classroom observation, questionnaire and interview. The data demonstrates that the incidental focus-on-form is more appreciated by students. But it is hard to handle, because teacher should be proficient in knowing when and how to induce students’ attention to form. Besides, group talk is an effective pedagogy, by which students have more chance to practice speaking.

Key words: focus-on-form, oral class, application

1. Introduction
The focus-on-form has been playing an important role and facilitates the development of interlanguage in second language teaching. Long raises the idea of focus-on-form. His original idea is that: “A focus-on-form instruction overly draws students’ attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication.” He notes that once the student had a difficulty in understanding or using a linguistic point, teachers should draw his or her attention to form and then instruct it. It is an effective way to teach forms. But it is also noted that the whole class still focused on meaningful communication. That is to say, the attention to linguistic forms is incidental but not necessary. Then, Doughty and William elaborate the concept, adding the detail, the attention to pre-selected linguistic features, to it. In their opinion, both the incidentally selected linguistic features and pre-selected linguistic features should be focused.

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