On the Combination of Recitation and Communication in English Speaking [8]
论文作者:邓佳蓉论文属性:短文 essay登出时间:2009-04-03编辑:刘宝玲点击率:22364
论文字数:5000论文编号:org200904031348378632语种:中文 Chinese地区:中国价格:免费论文
关键词:口语背诵法交际法
s at their disposal. So when required to comment on certain topics they can do it with more skills and facility. Further, when students have the ability to present their opinions solely, the monologue of topic presentation may evolve into group discussion which again, prompts students to put their store of treasure into use. Discussion means to engage in a verbal interchange and to express thoughts on particular subjects. It is a higher cognitive level of recitation in which teachers ask a series of low-level or factual questions aimed at checking how well they understand a particular idea or concept. Discussion is a situation in which teachers employ questions to stimulate discussions and students share ideas and opinions. Take picture sequence for an example. Students are divided into three groups, each group is given a picture, a table and the logical sequence of a story respectively. Students in each group discuss the content, define the sequence of story, and use pictures to place the order. Then students check whether the order is right by listening. At last, students take turns to retell the story according to the pictures. This example of discussion is teachers lead students to retell the story by looking at the sequence of pictures. By this means students get the chance to practice English and develop their logical thinking because every one of them has to take what others say into consideration. Then communicative purpose has been achieved.
Another form good for developing communicative capacity is dialogue. It is the commonest way of communication. Many designed dialogues provide models for conversation. By reciting those dialogues, students know how English conversation is produced. Teachers define a topic and a situation, two or more students say what they think within the topic range in the frame of given dialogue. Dialogue is not eloquent words on the part of one side, but an interaction among at least two people involved. You should not only know “How’s life been treating you?” but also can answer “Can’t complain.” Or when asked "how goes it?" you should know the answer "same old, same old." Sometimes you can not follow what you have heard, then information gap arising, the desire and need of communication aroused, you can say more to elicit others' further explanation in order to achieve mutual understanding.
(11) A: We’ve been working here a long time, right?
B: Yeah. So?
A: Well, we both know this business inside out, true?
B: I guess so. What are you driving at?
A: Ok, get this. I’m thinking of opening my own video store.
B: Come again?
A: I want to start my own business. And I want you to be my partner.
B: Me? I don’t know. I’ll tell you straight up ----- I don’t have the money.
A: That’s all right. We can take out a loan.
B: Let me think about it. [18]
At first B can’t understand A’s ambitions to open a video store. B uses “so, what are you driving at, come again, me” with the intonation expressing confusion and surprise to tell A he doesn’t quite catch the meaning and he has hesitation to accept the request. If you just recite “know something inside out” or “straight up” without knowing the purpose of the conversation, it is not a real communication. This kind of dialogue needs students more practice. When students are able to combine purpose and way of saying with recited expression, they have taken the language in the hand.
5. Tips for attention
5.1 Controlling the difficulty of materials
The
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