-
On Extra-curricular Activities
and Cultivation
of
English
Communicative Ability of College
Students
Applicant:
XX
Supervisor:
XX
Faculty:
XXX
May
10, 2008
XXX
University
Contents
摘
要
..
..................................................
..................
ii
Abstra
ct................................................
...................
iii
1.
Introduction
.
..............
...............................................
1
1.1 The Significance of
Topic
.
.....................
......................
1
1.2
Research Methods
.
..........
..........................................
1
2. Theory Research
.
..................................
........................
1
2.1 Linguistics Rationale
.<
/p>
........................................
.......
1
2.1.1 Theory of
Communicative Competence by D. H. Hymes
..............
1
2.1.2 Theory of Communicative
Competence by Canale & Swain
...........
2
2.1.3 Theory of Communicative
Competence by Bachman
..................
2
2.2 Theoretical Basis of the Topic
.
...............................
.......
2
2.2.1 Piaget's
Theory
.
....................
...........................
2
2.2.2 American Scholar--
Alan
Andean &Weir about “Role Play”
........
3
2.3
Related Studies
.
...........
..........................................
3
2.3.1 Researches Abroad
.
.............................
................
3
2.3.2
Researches in China
.
.......
....................................
4
3. Presentation of the English Teaching
.
...........................
..........
4
3.1 The
Drawbacks of Traditional Teaching Methods
........................
4
3.2 Modern Interest
Teaching
——
CLT
.
.....................................
5
3.2.1 Definition of CLT
.
.............................
................
5
3.2.2 The
Content and Substance of CLT
...............................
6
3.2.3 CLT in the Use of
English Out-of-class Activities
..............
6
4. Out-of-class Activities and
Cultivation of Communication Ability
..........
7
4.1
The Role of Out-of-class Activities in Training of
Communication Ability
.................
..................................................
.....
7
4.2 Current
Situation of College Students’ Out
-of-
class Learning
........
8
4.3 Analysis on the Causes for Problems
..................................
9
4.4 Carrying Out the Out-
of-class Activities in Scientific and Effective
Way
...................................
....................................
10
4.5 A Suggested Framework for Strategy
Study
............................
12
4.5.1 Introduction
.
.................................
................
12
4.5.2 An
Out-of-class English Learning Center
.......................
13
5. Conclusion
.
..
..................................................
..........
14
Bibliography <
/p>
.
............................
...................................
16
摘
要
美国社会语言学家
Dwell Hymes
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<
/p>
,
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
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
communic
ation
，
improving
their
English
language
ability,
giving
full play to their
individuality and specialty and developing their
thinking
ability
and
communicating
ability.
Finally,
in
order
to
improve
the
college
students'
learning
strategy,
the
essay
will
provide
a
suggested framework for strategy
training based on the results of this
investigation.
Key words:
college students,
communicative competence, learning
strategies, out-of-class activities
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
condit
ion of Chinese students as “mute
English” or “deaf
English”.
Their 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,
Hyme
s
delivered
a
speech
entitled
“On
communicative
competence”,
put
“communicative
competence”
as
a
highly
complex
system
of the knowledge and
skills. It can be summarized as a
person’s ability
to use the language.
It mainly 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
language skills. 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
four elements in
the learning environment.
2.2.2
American Scholar--Alan Andean
&Weir
about “Role Play”
“Role
play” 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 Rousseau time.
Plato is the renowned philosopher in ancient
Greece.
He advocates “the child
play
-
ground” educational
mode. That is the
prototype
of
extra-curricular
activities.
By
the
time
of
French
Enlightenment
and
Rousseau
(18th
century),
experience
has
received
wide
acceptance.
Rousseau
stressed
world
without
books,
no
materials other than the
facts
education. To the United States in
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 profound and widespread.
2.3.2 Researches in China
In our country, no matter what stage,
these courses 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 courses.
In history, the
development
of
activity
courses
is
closely
related
the
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
progress.
But
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 scores. This
causes
many students to 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,
understands
the
content
passively,
and
records
the
massive
notes.
Such
teaching
method
does
not
have
interaction;
hardly
train student’s
communicative 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
knowledge-based.
Compared
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
process
to
socialization,
and
cultivating
the
ability of application, studying for
the purpose of application. While
prominent communicative language
teaching, 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 smoothness is 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
students.
Teacher's
duty
is
to
provide
and
create
the
real
human
relations
scene, enable students to utilize the
language freely and initiatively.