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A research on Effective Way for learning and the using of

作者：任编辑日期：2014-01-16 14:51 来源：读写算

苗欣
（辽宁盘锦辽河油田第三高中辽宁）
【Abstract】In recent years， China has promoted education for all-round development， meanwhile， what’s the
best teaching approach for our English vocabulary teaching in senior high school is still groping. Facing the different
teaching approaches and methods developed by linguists and language teachers， we should also be aware that new
methods and approaches might have limitations. We should adapt them creatively to fit into our own teaching practices.
This paper mainly concerns the proper application of the Task-based Language Teaching method as well as Situational
Language Teaching （SLT） approach in teaching English vocabulary to senior high school students.
【Key words】Task- based Language Teaching the Situational Language Teaching real-life situations，
communicative competence
【摘要】近年来，中国提倡素质教育，而与此同时，什么是我国高中英语词汇教学最适用的教学法仍然有待探索。面对
着由众多语言学家和语言教师创建发展的各种教学法，我们应当认识到，新的教学法也会存在它的局限性。我们应该创造性
的把它们应用到教学实践中去。该文主要谈及任务型教学法及情景教学法在高中英语词汇教学中的恰当应用。
【关键词】任务型教学法情景教学法真实情景交际能力
一、Introduction
In recent years， china has promoted education for all-round
development， meanwhile， what’s the best teaching approach
for our English vocabulary teaching in senior high school is still
groping. Facing the different teaching approaches and methods
developed by linguists and language teachers， we should also be
aware that new methods and approaches might have limitations.
We should adapt them creatively to fit into our own teaching
practices. This paper mainly concerns the proper application of
the Task-based Language Teaching method as well as Situational
Language Teaching （SLT） approach in teaching English
vocabulary to senior high school students.
二、Problems in teaching English to senior high
school students
There are two major problems in teaching English to
senior high school students. One is how to encourage students
to be interested in English study and speak more English in the
class， and the other one is how to help them get high marks in
examinations.
Getting students involved in English class
Motivations for senior high school students are mostly for the
College Entrance Examination instead of their own sake， that is，
they are eager to get high marks in their future exams， whereas，
someone are truly fond of Englisht （from students’ response in
my questionnaire to freshmen in senior high school）. They are
bored of the traditional Grammar-Translation Method practiced
by their middle school teachers of English， while they also want
to master the skills for passing exams. They have learned English
for six years in middle school mainly for the purpose of passing
exams instead of for communicating with others， but many of
them haven’t learned it well. Some students’vocabulary is so
limited that they couldn’t understand the meaning of the reading
and comprehensive parts ； some stndents know every word or
phrase they need to use but they can’t join grammar point they
are to follow.To encourage them to be brave and patient enough
to learn English better is the greatest challenge for an English
teacher in such a situation. Therefore， teachers need to design a
variety of teaching strategies. The first task is to help them build
the intensive motivation and interest in learning English， as we
all know that Learning is most effective when an individual is
ready to learn， and then it is the teacher’s responsibility to teach
them the skills and methods in english leaning efficiently， and
thus it requires the teacher to use a more student-oriented teaching
approach. the TBLT is particularly the best way to arouse their
interest and participation.
三、Brief introduction of TBLT and SLT
To have a better idea of why and how TBLT and SLT
can be used in solving the above problems， we shall first
have a thorough understanding of these teaching approaches.
Richards and Theodore （1988） give a best summary of teaching
approaches in their book Approaches and Methods in Language
Teaching. A brief summary is as follows:
1. Task-based language teaching
Task-based language teaching was first invented by a British
Indian linguistsN.S.Prabhu in the 1970s， popularized abroad in
the 1980s， and introduced into China in the 1990s. Task-based
language teaching can be regarded as one particular development
within the broader “communicative approach”. TBLT is a new
teaching method. It has some connections with a real world of
learners' lives and learning experience， and it can arouse learners'
interest and participation. It pays more attention to the function
of knowledge system of language， and probes into the way of
study and use of language. And it also bridges the gap between
the native language and target language of the learner and it pours
vigor into the senior English teaching in China.
2. Situational Language Teaching
Acquiring linguistic data is not sufficient because the scene
is not a linguistic one， we will meet different objects and events
which are present at the moment of communication. In this respect
Halliday remarks“ when we acquire our primary language， we do
so by learning how to behave in situations， not by learning rules
about what to say”（ M.A.K. Halliday et al. 1964:179）
Reading and writing are introduced once a sufficient lexical
and grammatical basis is established. Situational Language
teaching uses a structural syllabus and a word list. Structures
are always taught within sentences， and vocabulary is chosen
according to how well it enables sentence patterns to be taught.
The practice techniques employed generally consist of guided
repetition and substitution activities， including chorus repetition，
dictation， drills， and controlled oral-based reading andwriting tasks.
Since the purpose of teaching a foreign language is to enable
the learners to use it， then it must be heard， spoken， read， and
written in suitable realistic situations. Neither translation nor
mechanical drills can help if they are not connected to practical
life. The situational language teaching methods focused on the
need to practise language in meaningful situation-based activities.
Therefore， the situational language teaching approach continued
to be part of the standard set of procedures advocated in many
current British methodology texts.
References
[ 1 ] H y m e s ， D . O n C o m m u n i c a t i v e C o m p e t e n c e . [ M ]
Sociolinguistics pp. 269-93. Harmondsworth: Penguin
[2]Johnson，K.，and Morrow，K. （eds.） Communication in
the Classroom [M]London: Longman.
[3]Richards，Jack.C.，and Theodore，S.Rodgers. Approaches
and Methods in Language Teaching [M].Cambridge
University Press.