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On Extra- curricular Activities and Cultivation of

English Communicative Ability of College Students

Applicant: XX

Supervisor: XX

Faculty:

XXX

May 10, 2008

XXX University

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Contents

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摘

要

.................................................. ...........................................

.............................................. .....ii

Abstract ...................... .................................................. .....................

.................. ............................ iii

1.

Introduction .......................... .................................................. .............

.......................... ................ 1

1.1 The Significance of

Topic ................ .................................................. ........................

......... 1

1.2 Research

Methods........ .................................................. ................................

....... .............. 1

2.2.2 American Scholar-- Alan Andean &Weir about

―

Role

2. Theory

Pl ay............

‖

............. .....

2.3 Related

..... 3

Research .............................. .................................................. .............

Studies................... .................................................. .....................

.................. ........ 3

.............................. 1

2.3.1 Researches

2.1 Linguistics

Abroad..................... .................................................. ................

Rationale ............. .................................................. ........................

............ 3

.................... 1

2.3.2 Researches in

China .. .................................................. ...................................

2.1. 1 Theory of Communicative Competence by D. H.

.......... 3

Hymes ........................................ 1

3. Presentation of the English

3.2.3 CLT in the Use of English Out-of- class

2.1.2 Theory of Communicative Competence by Canale & Swain ..................................

6

Teaching .............................. .................................................. ............

Activities ..................................................

6

4. Out-of-class Activities and Cultivation of Communication

2

4

2.1.3 Theory of Communicative Competence by

6

Ability .............................................

3.1 The Drawbacks of Traditional Teaching

4.2 Current Situation of College Students

Bachman............... ............................... 2

-of-

4.1 The Role of Out-of- class Activities in Training of Communication

4.3 Analysis on the Causes for

Methods ............................... ............................... 4

class

’

LeaOutrning ................................

2.2 Theoretical Basis of the

4.5 A Suggested Framework for Strategy

Ability .......................

............ 7

Study ....... .................................................. ............ 11

Problems ............ .................................................. .................... 8

3.2 Modern Interest Teaching

Topic ................ .................................................. .........................

——

4.4 Carrying Out the Out-of-class Activities in Scientific and Effective

CLT ................................... ................................................. 4

.. 2

4.5.1

Way .......................... 9

Introduction .......................... .................................................. ....

3.2.1 Definition of

2.2.1 Piaget's

............................ 11

CLT ................................... .................................................. ....

Theory ............................ .................................................. ........

4.5.2 An Out-of-class English Learning

........... 4

................... 2

Center .............................. ................................ 11

3.2.2 The Content and Substance of

5.

CLT ..................... .................................................. .. 5

Conclusion ...................... .................................................. ...................

.................... ................... 12

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Bibliography .......................... .................................................. .............

.......................... ................ 14

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Abstract

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American society linguist Dwell Hymes thinks: Communicative competence not

only includes the understanding and grasp to a form of language, but also includes the

understanding and mastering in when and where, and how and to whom to use

language appropriate form of the communication systems of knowledge. As an

extension of the classroom, out-of- class activities play a vital role in improving

the

capacity of college English communication. It can create communication situation, so

that students can bring full play with initiative and creativity.

Improve the

communicative ability and develop the quality of the students comprehensively. From

the perspective of Applied Linguistics, this essay tries to study the idea and

practice

of English activity course in college school, for the purpose of fostering

students

interest in English communication

，

improving their English language ability, giving

full play to their individuality and specialty and developing their thinking ability

and

Key words:

college students, communicative competence, learning strategies,

communicating ability. Finally, in order to improve the college students'

out-of-class

activities

learning

strategy, the essay will provide a suggested framework for strategy training based on

the results of this investigation.

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1. Introduction

1.1 The Significance of Topic

English is the international language of the common. In order to learn advanced

scientific knowledge in the developed countries, to strengthen economic trade with all

countries, the importance of English is easily obvious. However, the teaching methods

and teaching effectiveness of our schools in China are worrisome. In the recent years

people usually think the English condition of Chinese students as

―

mute English

―

deafEnglish

‖

English learning starts from the primary school, with a

long

period of seven years, eight years, or even 10 years, they still can not use English to

make dialogue, can not understand when the Britain and the Americans speak. The

reason is that the exam-oriented education can cultivate students who are only good at

examinations, overlooking to raise their overall quality. Out-of-class English learning

may enable them related knowledge, further their skills.

1.2 Research Methods

The main methods for the study are insisting on combining the theory with

practice and widely referring to the domestic and foreign literature material. On the

basis of this analysis and research, some regular understandings are to be summarized.

Put forward proposals to improve.

2. Theory Research

2.1 Linguistics Rationale

2.1.1 Theory of Communicative Competence by D. H. Hymes

In 1972, Hymes delivered a speechentitled

―

‖

,

put

―

communicative competence

‖

as a highly complex system of the knowledge and

skills. It can be summarized as a person

’

asbility to use the language. It mainly

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includes four aspects: grammaticality, acceptability, appropriate, and

actual

operational. The communicative competence is including a person's language

knowledge, society cultural knowledge, literary knowledge, cognitive capacity,

emotion factor and other knowledge. Therefore, foreign language teaching's duty

cannot merely confine to the instruction of language knowledge. His

―

On

communicative competence

‖

theory has provided the theory basis for communicative

language teaching.

2.1.2 Theory of Communicative Competence by Canale & Swain

In the 1980s, Kanami and Swindon theory of communicative ability enriched the

theory of Hymes. They think that communication capabilities include: Grammar

ability, social language skills, discourse competence and strategy ability. The practice

has proved that their theory is the guiding of the language teaching and standard of the

testing programmatic.

2.1.3 Theory of Communicative Competence by Bachman

On the basis of various theories, Bachman concluded and proposed the theory of

communicative language ability. He believes that communicative language ability is

composed of three parts: language competence,strategy ability and psychological

mechanism capacity. Apart from enriching exposition of the language ability, the

strategy will be in the capacity as an independent part of the languageskills.

And

explain the relative importance of implementation factor.

2.2 Theoretical Basis of the Topic

2.2.1 Piaget's Theory

Constructivist learning concept proposed that knowledge is not simply to be

taught by teachers, but to be learned by each student in a certain situation (social

and

cultural background).Students can obtain knowledge and information by making use

of other people, using the necessary learning materials through

interpersonal

cooperation, and taking the initiative to construct meaning. Therefore, the

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in the learning environment.

2.2.2 American Scholar-- Alan Andean&Weir about

“

Role Play

”

―

Roleplay teaching model will simulate the process of contact between

members of the society. Students through the way of consultation, study each kind of

academic knowledge, in order that they can solve the social problem effectively in the

future.

2.3 Related Studies

2.3.1 Researches Abroad

The overseas studies on out-of-class activities may trace to the Plato

and

Rousseautime. Plato is the renowned philosopher in ancient advocates

―

thechild play- ground educational mode. That is the prototype of extra-

activities. By the time of French Enlightenment and Rousseau (18th century),

curricular

experience

books, no materials other than the facts

To the United Statesin the 19th century, the first school in the world which

use

activity curriculum theory as teaching guidance--- Dewey's Chicago experimental

school, has founded. With 1896---1903 Dewey Chicago experimental courses in

school activities the United States began to criticize the traditional courses. Instead

of

it are the out- of-class educational activities. These activity courses are based on the

pragmatism, lasted more than 50 years in American schools, and their affects are

2.3.2 Researches in China

profound and widespread.

In our country, no matter what stage,thesecourses have different names, for

example, out-of-class activities, the second classroom, class activities,

integrated

social practice and so on. The process of changes is closely related to our

theoretical

study history, the development of activity coursesis closely related

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the

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progress and reform and guiding rules of the government.

3. Presentation of the English Teaching

3.1 The Drawbacks of Traditional Teaching Methods

Reviewing the traditional English teaching method, in the past decades we have

indeed made the very big with social progress and development, its

shortcomings are also increasingly revealed.

First, because the Chinese test system is imperfect, the traditional English

teaching method is just an examination-oriented education model. In this teaching,

evaluation of English level is to see the causes many studentsto get a

high score, but they can not communicate with people using English. Secondly, in the

traditional English teaching, teacher is the leader, takes the most important part in

the

classroom. The teacher stands on the platform proposing the questions, analyzing and

explaining them, grasping the entire teaching process. And the student is just passive

audience, understandsthe content passively, and records the massive notes. Such

teaching method does not have interaction; hardly train student

’

cosmmunicative

ability and language ability. Third, in teaching, to stress the accuracy of knowledge,

teachers usually use Chinese to explain.

So students have very little opportunity to communicate using

English.

Obviously, the traditional English teaching is ed with the

language plastic function, it pays more attention to the form of language and

the

grammatical function, rather than raises the communication and utilization ability of

it.

3.2 Modern Interest Teaching

——

CLT

3.2.1 Definition of

CLT

The content of communicative language teaching is mainly on the language

functions. Emphasis carries on language teaching in the real scene, advocating

teaching processto socialization, and cultivating the ability of application,

studying

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for the purpose of application. While prominent communicative languageteaching,

auxiliary by some grammar, translation, sentence and so on, is based on the goal to

promote the culture language communicative competence.

The core of communicative language teaching is to put the teaching process as a

process of communication. The basic principles of teaching may be summarized:

The language is the information carrier, is the tool of communications. The

language teaching must realize communication through each kind of activities.

Language utilization's smoothnessis more important than accuracy. Making

mistake is natural and inevitable; we may correct them gradually in the learning

process.

Students should take the main part in teaching process. The teacher must

stimulate the students' enthusiasm and initiative participation; make students enhance

communication ability in the language utilization. Communicative language teaching

advocated the fully participation of the r'sduty is to provide

and

create the real human relations scene,enablestudentsto utilize the languagefreely

and initiatively.

3.2.2 The Content and Substance of CLT

The purposeof the communicative languageteaching is to cultivate students'

communication ability. It

’

thse heuristic method of teaching. Induce the

studentsto

speak English boldly. Provide as much as possible drill opportunities for students. But

it does not mean that the communicative language teaching only pays great attention

to the oral English, repelling the grammar teaching. The cultivation of communication

capability should manifest in the form of four aspects of listening, speaking, reading

and writing. Indeed, in communicative language teaching, some teachers pursue the

spoken language simply, no matter whether the students can follow and understand or

not. As a result the majority of students only learn some spoken languages, butthe

knowledge study is not solid, and polarization appears obviously. This indicates that

these teachersdo not understandthe communicative language teaching rightly and

completely.

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