论文部分内容阅读
【摘要】口语教学是大学英语专业的一个重要教学环节,当前虽已有许多专家、学者、一线教师总结提出了英语口语教学的多种方法及教学手段,但由于在我国学习英语缺少语言氛围,学生的表达能力,包括流畅度与连贯性,词汇丰富性,语法正确性及发音的准确性等均存在一些问题。口语教学也存在着不够系统以及延续性不强的问题,使得学生口语学习效果不甚理想。雅思口语涵盖丰富话题,涉及个性,家庭,旅行,节日,生活经历,学习,媒体,技术,交通,艺术,音乐,动物等方方面面,并且每个话题之后都有延伸的问题,需要学生具有一定的思辨能力才能较好地表述。笔者尝试把雅思口语丰富且有一定深度的话题引入学生的口语课堂,运用任务型教学法的三个原则(脚手架原则,复制到创造),努力通过一系列广泛而深入的口语话题的学习,让学生英语口语表达能力不断提升的同时,培养学生的创新思维和发散思维。
【关键词】雅思口语 任务型教学法 脚手架原则 复制到创造原则
雅思口语
雅思口语第一部分通常是谈谈一般话题,涉及的话题比较广泛,涉及你自己,你的家庭,你的专业,你的学习,你的爱好,你的日常活动等等。第二部分是就某个话题进行两分钟的个人观点阐述。这部分涵盖话题丰富,涉及个性,家庭,旅行,节日,生活经历,学习,媒体,技术,交通,艺术,音乐,动物等方方面面。第三部分则是对第二部分所提及的话题与考生进行更深入的双向讨论。在整个考试过程中,考官会对考生的流利度与连贯性,词汇丰富性,语法的广度与准确度,语音语调进行评估并给出相应的分数,而这些评估的标准正是我们在口语教学中渴望学生能达到的水平。
任务型教学法
任务型教学法的七原则中的两个原则
原则一:脚手架原则(scaffolding)
课程与材料应该对学习者框架提供支持。教育者的一个基本角色就是提供一种支撑性框架,使学习得以发生。对“任务型语言教学”这样的分析型方法来说,学生学习时会遇到整体性的语言“块”,超出他们现有的语言处理能力,这时前述支撑性框架就显得尤其重要。任务型语言教学的“艺术”就在于了解什么时候撤除这种“脚手架”。如果撤除过早,学习过程会“崩塌”。如果一直不撤,学习者就无法形成“自主语言应用”所需的独立自主性。
由于英语学习对中国学生来说并非母语学习,并且缺乏相应的语言环境,脚手架原则在英语口语教学中的使用場景还是比较多,而且还是十分必要的。笔者在口语教学过程中,就是利用雅思口语第一部分的话题做为框架,然后逐步放手让学生完成第二和第三部分的口语话题。再让学生准备第一部分话题并充分倾听他们准备的基础上,我为学生提供了大量值得借鉴的语言,让学生欣赏并加以记忆,为第二,第三部分的话题做好比较充分的储备。以下就是笔者为学生准备的一些第一部分话题的参考回答,并让学生注意黑体部分的表达。
Your Hometown
Has your hometown changed in recent years?
Yes, a lot. You wouldn’t believe the changes my city has undergone in the last ten years. There are plenty of new buildings and residential areas. As a result, my city has been expanding every year. The transportation has improved greatly. We have our subway right now which is more convenient for local people and tourists to get around in Wuxi. Shopping malls have mushroomed everywhere. I think business is booming, and it’s only the beginning.
Weather
What’s the weather like in your hometown in the winter?
My hometown is located in the east of China, so it is relatively mild in the winter. It gets cold in the winter and lasts for quite a long period, let’s say, from December to February. But it is definitely not as freezing as up north like Beijing and Shenyang. And it seldom snows in the winter.
原则二:复制到创造 (reproduction to creation)
应鼓励学习者从语言的复制走向创造性的语言运用,这一点在口语课堂上显得尤为重要,是学生从语言输入到语言输出的一个过程,也是尤为艰难的一个过程。笔者认为这个过程可以分两步走。第一步可以让学生复述一些口语材料,不是全文背诵,而是根据需要做一些改动,既可以选择一些段落重新组合成一篇口语,也可以对其中的一些句子进行改写,鼓励学生用自己学过,熟悉的语言表达,真正做到学以致用。
1. Flowers are one of the most common gifts to give, with red roses being seen as the most traditionally romantic flowers.(改为and red roses are often regarded as the most traditionally romantic flowers.) 把后半句的with结构改为使用be regarded as或者be thought as这两个短语的并列句,更符合口语的表达习惯。
2. For most, the afternoon and evening will be spent playing board games, or perhaps watching a family film on TV. (改为Most people will spend the afternoon and evening playing board games or perhaps watching a family film on TV.)
把被动句改为主动句,学生在表达过程中会显得更顺畅。
也可以鼓励学生根据需要在结尾部分加入自己的感想,即丰富了表达,又给了自己一个不错的使用语言的机会。比如在复述完伊顿公学后,学生加入了这样的总结:
Therefore, boys must be very proud of studying at Eton College not only because the experience itself is incredible but because they will have a promising future ahead of them.
有了第一步的积累,再过渡到整篇的创作。这种渐进的难度,能让学生迎难而上,而不是知难而退。笔者在教授学生介绍自己国家最重要的节日之前,为学生输入了大量关于国外节日的介绍(再次运用到脚手架原则),比如感恩节,复活节,圣诞节等。这些节日在介绍过程中,大多会涉及到节日的日期,起源以及与节日相关的食物和一些传统习俗。学生在细心领会后,也能创作出不错的关于自己国家节日的介绍。
雅思口语的第三部分是对第二部分所提及的话题与学生进行更深入的双向讨论。笔者是充分听取学生讨论的基础上,给出一些参考,目的是让学生形成更多的观点,并用语言支持自己的观点。下面就以几段参考为例。
1. How significant are national holidays and celebrations?
There are extremely important because it is a great chance for our families to get together and remember why we celebrate such events. National holidays are meaningful. Parents should make sure to keep the tradition alive so that children can understand their cultural heritage and national identity.
黑體部分是学生想不到但非常值得学习的一个观点。
2. What do yo think that young children need most in life?
They need love and affection as well as a safe environment for they to grow up. In addition, children need to get a good education which can lay a solid foundation for their future. Also, children need guidance to distinguish right from wrong.
许多学生能想到love, good education这些观点。但是safe environment和distinguish right from wrong这些观点可以帮助打开学生的思路。
3. To what extent do you think children inherit characteristics from their parents?
I don’t think children inherit characteristics from their parents. It may be true in some cases, I mean some characteristics may run in the family, but in most cases, I think children simply imitate their parents’ behavior. Take for example, if a child sees his father read a lot, he is more likely to enjoy reading and other calm activities. If a child is always outside playing sports with his dad, chances are the kid will become active and energetic.
这对学生来说是一个比较难回答的一个问题。在参考回答中,在给出imitate their parents’ behavior这个观点后,给出例子加以说明,更有说服力,值得学生学习。
结语
本文旨在把雅思口语引入口语课堂,运用任务型教学法的三个原则(脚手架原则,主动学习,复制到创造),努力通过一系列广泛而深入的口语话题的学习,让学生英语口语表达能力,包括流畅度与连贯性,词汇丰富性,语法正确性及发音的准确性不断提升。同时,通过和学生的讨论,不断激发出新的观点,培养学生的创新思维和发散思维。而教师也应不断提高自己的专业水平和研究水准,这样才能更好地在口语实践过程中给学生及时,准确和有价值的反馈。
参考文献:
[1]David Nunan,2004.Task-based Language Teaching[C]Cambridge University Press
作者简介:丁蕾(1971-),无锡城市职业技术学院师范学院英语教师,英国利兹大学英语教学硕士,主要从事二语习得和英语教学研究。
【关键词】雅思口语 任务型教学法 脚手架原则 复制到创造原则
雅思口语
雅思口语第一部分通常是谈谈一般话题,涉及的话题比较广泛,涉及你自己,你的家庭,你的专业,你的学习,你的爱好,你的日常活动等等。第二部分是就某个话题进行两分钟的个人观点阐述。这部分涵盖话题丰富,涉及个性,家庭,旅行,节日,生活经历,学习,媒体,技术,交通,艺术,音乐,动物等方方面面。第三部分则是对第二部分所提及的话题与考生进行更深入的双向讨论。在整个考试过程中,考官会对考生的流利度与连贯性,词汇丰富性,语法的广度与准确度,语音语调进行评估并给出相应的分数,而这些评估的标准正是我们在口语教学中渴望学生能达到的水平。
任务型教学法
任务型教学法的七原则中的两个原则
原则一:脚手架原则(scaffolding)
课程与材料应该对学习者框架提供支持。教育者的一个基本角色就是提供一种支撑性框架,使学习得以发生。对“任务型语言教学”这样的分析型方法来说,学生学习时会遇到整体性的语言“块”,超出他们现有的语言处理能力,这时前述支撑性框架就显得尤其重要。任务型语言教学的“艺术”就在于了解什么时候撤除这种“脚手架”。如果撤除过早,学习过程会“崩塌”。如果一直不撤,学习者就无法形成“自主语言应用”所需的独立自主性。
由于英语学习对中国学生来说并非母语学习,并且缺乏相应的语言环境,脚手架原则在英语口语教学中的使用場景还是比较多,而且还是十分必要的。笔者在口语教学过程中,就是利用雅思口语第一部分的话题做为框架,然后逐步放手让学生完成第二和第三部分的口语话题。再让学生准备第一部分话题并充分倾听他们准备的基础上,我为学生提供了大量值得借鉴的语言,让学生欣赏并加以记忆,为第二,第三部分的话题做好比较充分的储备。以下就是笔者为学生准备的一些第一部分话题的参考回答,并让学生注意黑体部分的表达。
Your Hometown
Has your hometown changed in recent years?
Yes, a lot. You wouldn’t believe the changes my city has undergone in the last ten years. There are plenty of new buildings and residential areas. As a result, my city has been expanding every year. The transportation has improved greatly. We have our subway right now which is more convenient for local people and tourists to get around in Wuxi. Shopping malls have mushroomed everywhere. I think business is booming, and it’s only the beginning.
Weather
What’s the weather like in your hometown in the winter?
My hometown is located in the east of China, so it is relatively mild in the winter. It gets cold in the winter and lasts for quite a long period, let’s say, from December to February. But it is definitely not as freezing as up north like Beijing and Shenyang. And it seldom snows in the winter.
原则二:复制到创造 (reproduction to creation)
应鼓励学习者从语言的复制走向创造性的语言运用,这一点在口语课堂上显得尤为重要,是学生从语言输入到语言输出的一个过程,也是尤为艰难的一个过程。笔者认为这个过程可以分两步走。第一步可以让学生复述一些口语材料,不是全文背诵,而是根据需要做一些改动,既可以选择一些段落重新组合成一篇口语,也可以对其中的一些句子进行改写,鼓励学生用自己学过,熟悉的语言表达,真正做到学以致用。
1. Flowers are one of the most common gifts to give, with red roses being seen as the most traditionally romantic flowers.(改为and red roses are often regarded as the most traditionally romantic flowers.) 把后半句的with结构改为使用be regarded as或者be thought as这两个短语的并列句,更符合口语的表达习惯。
2. For most, the afternoon and evening will be spent playing board games, or perhaps watching a family film on TV. (改为Most people will spend the afternoon and evening playing board games or perhaps watching a family film on TV.)
把被动句改为主动句,学生在表达过程中会显得更顺畅。
也可以鼓励学生根据需要在结尾部分加入自己的感想,即丰富了表达,又给了自己一个不错的使用语言的机会。比如在复述完伊顿公学后,学生加入了这样的总结:
Therefore, boys must be very proud of studying at Eton College not only because the experience itself is incredible but because they will have a promising future ahead of them.
有了第一步的积累,再过渡到整篇的创作。这种渐进的难度,能让学生迎难而上,而不是知难而退。笔者在教授学生介绍自己国家最重要的节日之前,为学生输入了大量关于国外节日的介绍(再次运用到脚手架原则),比如感恩节,复活节,圣诞节等。这些节日在介绍过程中,大多会涉及到节日的日期,起源以及与节日相关的食物和一些传统习俗。学生在细心领会后,也能创作出不错的关于自己国家节日的介绍。
雅思口语的第三部分是对第二部分所提及的话题与学生进行更深入的双向讨论。笔者是充分听取学生讨论的基础上,给出一些参考,目的是让学生形成更多的观点,并用语言支持自己的观点。下面就以几段参考为例。
1. How significant are national holidays and celebrations?
There are extremely important because it is a great chance for our families to get together and remember why we celebrate such events. National holidays are meaningful. Parents should make sure to keep the tradition alive so that children can understand their cultural heritage and national identity.
黑體部分是学生想不到但非常值得学习的一个观点。
2. What do yo think that young children need most in life?
They need love and affection as well as a safe environment for they to grow up. In addition, children need to get a good education which can lay a solid foundation for their future. Also, children need guidance to distinguish right from wrong.
许多学生能想到love, good education这些观点。但是safe environment和distinguish right from wrong这些观点可以帮助打开学生的思路。
3. To what extent do you think children inherit characteristics from their parents?
I don’t think children inherit characteristics from their parents. It may be true in some cases, I mean some characteristics may run in the family, but in most cases, I think children simply imitate their parents’ behavior. Take for example, if a child sees his father read a lot, he is more likely to enjoy reading and other calm activities. If a child is always outside playing sports with his dad, chances are the kid will become active and energetic.
这对学生来说是一个比较难回答的一个问题。在参考回答中,在给出imitate their parents’ behavior这个观点后,给出例子加以说明,更有说服力,值得学生学习。
结语
本文旨在把雅思口语引入口语课堂,运用任务型教学法的三个原则(脚手架原则,主动学习,复制到创造),努力通过一系列广泛而深入的口语话题的学习,让学生英语口语表达能力,包括流畅度与连贯性,词汇丰富性,语法正确性及发音的准确性不断提升。同时,通过和学生的讨论,不断激发出新的观点,培养学生的创新思维和发散思维。而教师也应不断提高自己的专业水平和研究水准,这样才能更好地在口语实践过程中给学生及时,准确和有价值的反馈。
参考文献:
[1]David Nunan,2004.Task-based Language Teaching[C]Cambridge University Press
作者简介:丁蕾(1971-),无锡城市职业技术学院师范学院英语教师,英国利兹大学英语教学硕士,主要从事二语习得和英语教学研究。