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1、 Cultivating Non-English Majors5 Oral Communicative Competence Through College English Teaching By Cao Lei Supervised by Professor Zhu Shanping Submitted to School of Foreign Languages and Cultures Nanjing Normal University November 2004 f 声 明 本人郑重声明： 1、 坚持以 “求实、创新 ”的 科 学 精 神 从 事 研 究 。 2、 本 论 文 是 我

2、个 人 在 导 师 指 导 下 进 行 的 研 究 工 作 和 取得的 研 究 成 果 。 3、 本 论 文 除 引 文 外 ， 所 有 实 验 、 数 据 和 有 关 材 料 均 是真实 的 。 4、 本 论 文 中 除 引 文 和 致 谢 的 内 容 外 ， 不 包 含 其 他 人 或其他 机 构 已 经 发 表 或 撰 写 过 的 研 究 成 果 。 5、 其 他 同 志 对 本 研 究 所 做 的 贡 献 均 已 在 论 文 中 作 了 声明并 表 示 了 感 谢 。 作者签名： 考 ； fe 日 期 ： II y CONTENTS ACKNOWLEDGEMENT .I PREFACE

3、 . II ABSTRACT IN CHINESE . VI ABSTRACT IN ENGLISH . VIII CHAPTER 1 RESEARCH BACKGROUND . 1 1.1 Introduction . 1 1.2 Literature review . 2 CHAPTER 2 CURRENT CLASSROOM SITUATIONS . 8 2.1 Data collection . 8 2.2 Results . 9 2.3 Analysis and discussion . 10 CHAPTER 3 EFFECTIVE TEACHING METHODS . 16 3.1

4、 Developing the discourse competence of students. 16 3.2 Improving cross-cultural communicative competence . 27 3.3 The student-centered model . 30 3.4 Effects of these teaching methods . 39 CHAPTER 4 CONCLUSION . 40 REFERENCES . 43 APPENDIX . 46 Acknowledgement Upon the completion of my thesis, Td

5、like to express my deep gratitude and great appreciation to all who have contributed to this thesis. My sincere and hearty thanks first go to my supervisor, Professor Zhu Shanping who has given me inspiring encouragement, invaluable advice and strict instruction on the thesis from the formation of t

6、he ideas to the arrangement of the structure, and to the completion of this thesis. Thanks should also be extended to my dear husband and my lovely daughter, both of whom have given me a lot of support. I would also like to thank my dear classmates who have helped me and encouraged me in these years

7、. i Preface I. The reasons for choosing this subject Along with the rapid development of science and economy, China is occupying a pivotal position in the world. The globalization also speeds up the connections around the world. English, as an internationally used language, provides Chinese with a g

8、ood way of seeing the world. Especially since China stepped into the WTO, a lot of transnational companies have opened their business in China. A large number of bilinguals, especially people who can make oral communications with foreigners, are urgently needed. But when we make a study of college E

9、nglish teaching, it is easy to find that English leaning still focuses on developing the reading ability of students. Both of the teachers and students find it is hard for them to have time to improve the oral communicative competence. College English class takes responsibilities for the development

10、 of the oral communicative competence of students. The thesis, on the basis of Communicative Approach, aims to explore several practical ways to improve the oral communicative competence of students through college English classroom. II. Litera丨 review Since American sociologist Dell Hymes put forwa

11、rd the concept of communicative competence, there has appeared a widespread influence on second language teaching. As believed by Dell Hymes, the acquisition of the communicative competence is the result of the social experience, social demand and the social motivation. Language research should pay

12、more attention to the communicative behavior and social life. Some of the influential works are: William Littlewood, Communicative Language Teaching; C.J. Brumfit & K. Johnson, The Communicative Approach to Language Teaching; Jack C. Richards & Theodore S. Rodgers, Approaches and Methods in Language

13、 Teaching; Tricia Hedge, Teaching and Learning in The Language Classroom; Skehan, P. A, Cognitive Approach to Language Learning; Marion William & Robert Burden, Psychology for Language Teachers, etc. In China, there are some works based on “Communicative Approaches”， i.e Zhang Jianzhong, Foreign Lan

14、guage Pedagogy, and Xuqiang, The Communicative Approach to English Teaching and Testing. All these works have given some useful instructions in second language learning and teaching, emphasizing the importance of communicative competence, but they are seldom involved in some concrete operations in c

15、ollege teaching in China. This thesis attempts to provide some effective ways of improving the oral communicative competence of students through classroom teaching based on the theory as well as the teaching practice. III. The significance of the thesis The thesis attempts to provide some effective

16、ways to improve the oral communicative competence of college students through classroom teaching. IV. Research methods Literal Review Descriptive Methods Qualitative Analysis Questionnaires V. Research objectives Through classroom observations and questionnaire, the author finds that College English

17、 teaching puts too much emphasis on language knowledge and on the roles of teachers. Students have little time communicating with one another in class, so not enough interactions are produced between teachers and students, not to mention the interactions among students themselves. Students cannot ma

18、ke oral communicate with one another in ni English freely and appropriately. The thesis aims to explore some effective ways to improve the oral English ability of students through classroom teaching. Namely: 1. How can teachers deal with the teaching materials to develop the oral communicative compe

19、tence of college students? 2. How will teachers incorporate foreign language culture into foreign language teaching? 3. How can teachers organize a student-centered model to develop the oral ability of students? VI. Outline of the thesis This thesis consists of four parts. In Chapter 1, a brief revi

20、ew is first made to introduce what is communicative competence and goes further to deal with the characteristics of communicative competence. In Chapter 2, a classroom observation and a questionnaire are made to find the problems with current college English teaching. (1) College English teaching fo

21、cuses too much on linguistic competence. (2) College English teaching lacks adequate introduction to the foreign language culture. (3) College English teaching still adopts a teacher-centered model chiefly. In Chapter 3, some effective teaching methods are introduced to college English class based o

22、n teaching practice: (1) Developing discourse ability. It can be achieved through teaching the words and reading materials communicatively. (2) Equipping college students with cross-cultural communicative competence. Teachers can incorporate foreign language culture into college English class and en

23、courage college students to assimilate foreign language culture outside the classroom. (3) Setting up student-centered teaching models in college English class. First, it is necessary to reorient the roles of teachers and students, and secondly increase interactions in college English classroom. In

24、Chapter 4, some conclusions are made and some questions worthy to be pondered deeply over are put forth. 摘要 肇始于二十世纪七十年代的交际能力理论一经提出就受到了语言研究者和学习者的广泛关 注。它不仅重视语言的结构，而且更加重视语言本身所具有的社会功能。 Richard &Rodger(1986) 指出：语言的基本功能就是互动和交流 Stem(丨 990)& Walcott(2001)认为：交际或交际能力己经 被看作是语言教学的主要目标，并且，交际能力的教学逐渐被当作一种工具，一种方法或是

25、一种 教学方式。在此基础上产生的交际法教学也对语言学习作出了积极的影响。 虽然交际教学法进入中国己经多年，并引起了语言教学者的广泛关注，在实施过程中对提高 学生的交际能力起到了积极作用。但是研究大学课堂不难发现：大学英语课堂教学仍然存在以提 高学生的阅读能力为主要任务，忽视培养学生口语交际能力的现象。学生在学习大蚩语言知识的 同时却很难在课堂中得到用英语交际的机会，将所学到的知识运用到实际生活当中。在人学英语 课堂上应该改变过分重视阅读能力培养的教学方法，听、说、读、写四种能力应该得到全面发展， 特别要重视听、说能力的培养(刘润清、戴曼纯 )。 本文结合交际法教学的理论和课堂教学实 践，提出通

26、过大学英语课堂教学提高学生口语交际 能力的方法。本文共分为四个部分： 第一章以文献资料为基础，讨论了交际法教学产生的背景、理论基础及特点。指出在课堂教 学中提高大学生口语交际能力的必要性和重要性。 第二章主要通过课堂观察和学生调査问卷等研究方式，展示人学英语课堂教学中存在的主要 问题： (1) 课堂教学过于重视语言能力的培养； (2) 课堂教学中缺少足够的文化教学； - ( 3 ) 课堂教学仍以教师为中心。主要表现在教师控制课堂教学活动，使得课堂缺少足够的互 动交流，且交流层面单调，仅限于师生间交流。 第三章结合教学实践 ，提出通过大学英语课堂教学提高大学生口语交际能力的有效方法： ( 1 )

27、 培养学生的语篇能力。主要运用交际的方法处理单词和阅读材料教学等途径培养学生口 语能力； ( 2 ) 培养大学生跨文化交际能力。在大学英语课堂中融入跨文化交际能力的培养丼鼓励学生 通过课外学习提高跨文化交际能力； ( 3 ) 建立以学生为中心的教学模式。首先重新定位教师角色和学生角色，并且通过口头报告 和小组活动等形式增加大学英语课堂的互动交流。 第四章对论文进行总结，并探讨了研究 X 作中值得进一步关注的问题。 关键词：大学英语课堂 口语交际能力 ( 非 英 语 专 业 ） 交际法教学 语 篇 能 力 文 化 学生为中心 Abstract The concept of “communicat

28、ive competence” dates bade to the 1970s. Linguistic researchers and linguistic learners have been paying close attention to it. It makes us consider language not only in terms of its structures but also in tems of the communicative functions that it performs. “The primary function of language is for

29、 interaction and communicationCRichards, & Rodgers, 1986: 71). And according to Stem (Stem: 1990: 94-95 see in Walcott), Communication or communicative competence has come to be viewed as the main objective of language teaching; at the same time, communication has increasingly been seen as the instr

30、ument, the method, or way of teaching/* Communicative Approach came into being based on the theory of communicative competence. Communicative Approach has exerted a great influence on improving the communicative competence of students since it was introduced to China. To our disappointment, when obs

31、erving the college English classes, we have found college English teaching still aims to develop the reading ability of college students. Teachers dominate the classroom activities, while students have few opportunities to apply what they have learnt to practical communication. uThe stress on readin

32、g ability alone should be changed, in its place over-all competence in the four skills should be emphasized, for no excuses for neglecting listening and speaking can hold water”(Liu Runqing). This thesis discusses some effective ways to develop the oral communicative competence of students in colleg

33、e English teaching. This thesis consists of four parts: In Chapter I, a brief review is first made to introduce the background, the theoretical basis and the characteristics of Communicative Approach. Further exploration into the necessity of improving the oral communicative competence of students i

34、s made. In Chapter 2, classroom observations and a questionnaire are made to find what prevents the oral communicative competence of college students in current college English teaching. (1) College English teaching focuses too much on linguistic competence. (2) College English teaching lacks introd

35、uction to the foreign language culture. (3) College English teaching still adopts a teacher-centered model chiefly. VHI In Chapter 3, some effective leaching methods are introduced to improve the oral communicative competence of students based on both Communicative Approach and teaching practice: (1

36、) Developing the discourse competence of students. It can be achieved through teaching the words and reading materials communicatively. (2) Equipping college students with cross-cultural communicative competence. Teachers can incorporate foreign language culture into college English class and encour

37、age college students to assimilate foreign language culture outside the classroom (3) Setting up student-centered teaching models in college English class. First, it is necessary to reorient the roles of teachers and students, and secondly try to increase interactions in college English classroom. I

38、n Chapter 4, some conclusions are made and some questions worthy to be pondered deeply over are put forth. Key words: College English class, oral communicative competence (non-English majors), Communicative Approach, discourse competence, culture, student-centered Chapter 1 Research Background 1.1 I

39、ntroduction Along with the rapid development of science and economy, China is occupying a pivotal position in the international arena. The globalization also speeds up the associations around the world. English, as an internationally used language, provides Chinese with a good way of seeing the worl

40、d. Especially since China stepped into the WTO, a lot of transnational companies have opened their business in China. A large number of bilinguals, especially people who can make effective oral communication with foreigners, are urgently needed. Communicative competence is composed minimally of gram

41、matical competence, socio-linguistic competence, discourse competence and strategic competence. Communicative competence can be achieved through listening, speaking, reading and writing. According to Professor Hu Zhuanglin, one aspect of communicative competence is “the ability to communicate in Eng

42、lish both through oral and written channels.” But at present, college students acquire communicative competence mainly through reading and writing. College English teaching puts too much emphasis on language knowledge and on the roles of teachers. Students have little time communicating with one ano

43、ther in class, so there are not enough interactions produced between teachers and students, not to mention the interactions among students themselves. Students cannot make oral communication with one another in English freely and appropriately. According to the investigation made by Education Department of China in 15 provinces in 1986, lots of college students could not speak in simple English after 900 class periodslearning (左焕 琪 ， 2002 in 刘道义 ， 1985). “The stress on reading ability alon