英语论文范例

An analysis on which English-teaching method is more appropriate for China

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A Thesis Presented to the Faculty of Binhai School of Foreign Affairs Tianjin Foreign Studies University

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In Partial Fulfillment

of the Requirements for the Degree

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Bachelor of Arts

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Zhang Xiaolin

May，year

Contents （加粗、居中）

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Abstract (in Chinese) ......................................................................I Abstract (in English) ......................................................................II I. Introduction (1)

II. Literature review (1)

2.1 Studies on Humor (2)

2.2 Linguistic competence and communicative competence (3)

2.3 The theory of the grammar-translation method (4)

2.4 The theory of the communicative approach (5)

III. Evaluations on the two English-teaching methods (6)

3.1 The grammar translation method (6)

3.1.1 The importance of the grammar translation method (6)

3.1.2 The disadvantages of the grammar translation method (7)

3.2 The communicative approach (9)

3.2.1 The advantages of the communicative approach (9)

3.2.2 Accuracy and fluency (11)

IV. To reconcile the communicative approach with traditional teaching structure (12)

4.1 Three obstacles to the application of the communicative approach (12)

4.1.1 Learners still used to the grammar-translation method (12)

4.1.2 Teachers not ready for the communicative approach (13)

4.1.3 The test-oriented educational system (13)

4.2 The importance of reconciling (14)

4.3 Reconciling strategies (15)

V. Conclusion (16)

References (17)

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摘要（加粗、居中）

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随着中国对外交流日益频繁，中国人英语交际能力薄弱的特点日益显现出来。因此，为了找到一个能够满足中国现阶段英语教育要求的教学方法，文章首先介绍了世界英语教学的两大理论，传统的语法翻译法和新型的交际教学法,而后加以具体分析和比较。最后作者建议把交际教学法同中国英语教育的传统教学构架结合起来是一个更适合的方法。

关键词：英语教学法；语法翻译法；交际教学法；交际能力

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Abstract（加粗、居中）

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With the growing communication of China with the rest of world, it is becoming increasingly evident that Chinese are deficient in the communicative ability of English. Therefore, in order to figure out an English-teaching method that can meet the requirements posed by the current English education, this paper, first of all, makes an introduction about the two major theories for teaching English in the world, the traditional grammar-translation method and the currently-prevalent communicative approach, both of which are, subsequently, analyzed and compared in detail. At last, the author puts forward the suggestion that the communicative approach reconciled with the traditional teaching structure should be a more appropriate method for the current stage of development of China.

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Key words: English-teaching method; the grammar-translation method; the communicative approach; communicative competence

I. Introduction

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For many years, China had been sticking to adopting the grammar-translation method as the only teaching method in its national English education. However, with the increasing need of Chinese people for English communicative competence, in the early 80s a new English teaching method, the communicative approach that is aimed to develop students? communicative competence was introduced into China and started to be experimented in some schools by both Chinese and foreign English teachers. However, the theory of the communicative approach is quite different from Ch ina?s English teaching traditions, so it failed to reach the result expected and required by its theory. As a result, there has been the debate on which teaching method is more appropriate for China. Some educators support the communicative approach, highlighting the value of adopting it. Some focus on the importance of the grammar-translation method. However, most of people emphasize that the communicative approach should be reconciled with the real situation of China?s English education. Therefore, this article will discuss and evaluate the two English teaching methods and the different opinions involved to suggest a more appropriate English teaching method for China.

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II. Literature review

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2.1 The background for English teaching methods in China

Before the 1980s, China had been exclusively employing the grammar-translation method in its national English education for many years. In the late 70s, China began to carry up the open up policy, opening its door to the

outside world, which needed China to communicative with the rest of the world. However, with more and more communication with other counties, Chinese people felt the difficulty in clearly expressing themselves and understanding others because of the lack of communicative competence. Therefore, in the early 80s, a new teaching method, the communicative approach which is aimed to improve learners? communicative competence was introduced into China. (略)

2.2 Linguistic competence and communicative competence

In many literatures, when it comes to linguistic competence, it is always associated with communicative competence. The reason is that linguistic competence is one component of communicative competence. Hymes (1972) gives his definition of communicative competence, which is widely accepted and the basis of many further developed theory about communicative competence. He thinks that communicative competence requires learners not only to master the grammatical rules of a language but also to appropriately use the language to the right person in the right place. (略)

2.3 The theory of the grammar-translation method

“Grammar-translation, as its name suggests, took grammar as the starting point for instruction” (Thornbury, 1999: 21). It is characterized by the following: (1) it first exposes students to the explanation of detailed grammar rules and asks students to remember them, and then involves students in the exercises of translating sentences and texts into and out of the target language. (略)

China has been employing the grammar-translation method in its national English education and how the method is used in China fully represents its characteristics motioned above. After teaching English in China for a period of

time, foreign English educator Harvey (1985: 183) briefly summarized the features of the grammar-translation method in China as following:

“……a concentration on intensive reading as a basis for language study; a preoccupation with the careful , painstaking examination of grammatical structure and a corresponding lack of attention to more communicative skills; the use of memorization and rote learning as a basic acquisition technique; a strong emphasis on the correction of mistakes, both written and oral; a view of literature and reverence for the printed word which tends to lead to the teaching of non-existing skills; the use of translation as both a teaching and a learning strategy”. (略)

2.4 The theory of the communicative approach

The communicative approach in language teaching is based on a theory of language as communication. It is modeled on how language is used as a communicative tool to achieve the goal of language teaching and is aimed to develop students? communicative competence(Richards & Rodgers, 2001). (略)

III. Evaluations on the two English-teaching methods

3.1 The grammar-translation method

3.1.1 The importance of the grammar-translation method

The characteristics of the grammar-translation method tell us that it is designed and created for developing learners? linguistic competence. In China, when

using this method to teach English, teachers require students to remember the grammar rules and to produce the correct and exact language form, and are very sensitive to any mistake students make on language form. The teacher and examinations are very strict and critical to whether students have produced correct language form. Therefore, students are forced to be very good at grammatical rules and have a very detailed knowledge of language form. (略)

3.1.2 The disadvantages of the grammar-translation method

In spite of the value and importance of the grammar-translation method, its inborn disadvantage has made many Chinese people lack the ability to appropriately use English in real life. The “book-centred” and “teacher-centred” (Anderson, 1993: 472) method don?t give students opportunities to be exposed in the situations where English is really used, but only require them to memorize the grammar rules based on the teacher?s instructions and the text book which is not for communicative purpose. Therefore, the learners only know the usage of English, but don't know how to use English in real communication, which is the real objective of communicative competence. (略)

3.2 The communicative approach

3.2.1 The advantages of the communicative approach

According to the presented theory of the communicative approach, it can be easily found that what this teaching approach does is to make learners learn English through really using it. It employs communicative activities and “communicative model of language use”(Richards & Rodgers, 2001: 166)to involve learners in the situations of how English is really used by native speakers and expose them in the real English as much as possible, in order to help them acquire the ability to appropriately use English to communicate in

real life. (略)

3.2.2 Accuracy and fluency

There is no doubt that both accuracy and fluency are essential in language learning. The characteristics of grammar-translation method tell us it emphasizes accuracy more than fluency. Therefore, we want to employ the communicative approach to improve Chinese people?s English fluency. However, what we have noticed is that in the communicative approach, the teacher is asked to reduce or even avoid error-correction when students are doing communicative activities. Therefore, if we use the communicative approach, will students make more mistakes than they do in the grammar-translation method? This is a question some educators have asked. (略)

IV. To reconcile the communicative approach with traditional teaching structure

Although the described advantages of the communicative approach have told us that it can improve Chinese people?s English communicative competence and h elp solve the problems the traditional English teaching method can?t do, it still meets with many obstacles which are from China?s traditional English education structures. (略)

4.1 Three obstacles to the application of the communicative approach

4.1.1 Learners still used to the grammar-translation method

During the early period of time of the communicative approach?s expedition in

China in the 1980s, it was not welcomed by Chinese students. Due to the fact that they were firmly accustomed to the traditional teaching method, which is quite different from the communicative approach, the Chinese students were always perplexed and confused by the “strange approach”. Therefore, their responses to the new teaching approach demonstrated a strong resisting attitude. (略)

4.1.2 Teachers not prepared for the communicative approach

Another factor affecting the popularization of the communicative approach is the Chinese English teachers, which are not qualified and equipped to teach English communicatively. (略)

4.1.3 The test-oriented educational system

China?s educational system is another obstacle to the wider application of the communicative approach in China. The test-oriented educational system forces students to learn knowledge for the examinations. The textbooks and classroom activities are all designed to prepare students for the examinations. (略)

4.2 The importance of reconciling

Facing the obstacles to the application of the communicative approach in China, many English educators came up with the idea that that communicative approach should be reconciled with the real situation of China?s English education. (略)

4.3 Reconciling strategies

An adapted version of the communicative approach which incorporates the advantage of the traditional method and is compatible with the real situation of

China?s English education should be a more appropri ate English teaching method for China. (略)

V. Conclusion

After analyzing and evaluating the two English teaching methods and the different opinions involved, what we can conclude is that the communicative approach really can help Chinese people improve their English communicative competence. However, we also have to face those conflicts between the communicative approach and the real situation of China?s English education and have to value the importance of the traditional teaching method. Therefore, an adapted version of the communicative approach which incorporates the advantage of the traditional method and is compatible with the real situation of China?s English education should be a more appropriate English teaching method for China. (略)

References

Billows, F. L. 1961. The Techniques of Language Teaching. London: Longman. (Book)

Byrne, D. 1981. …Integrating skills.? In John, K. & Morrow, K. (eds.), Communication in the classroom: Applications and Methods for a Communicative Approach. London: Longman.

(Chapter in book)

Canale, M. & Swain, M. 1980. …Theoretical bases of communicative approaches to second language teaching and testing.? Applied Linguistics, 1, 1-47. (Journal article)

Ventura, J. 1978. …Criteria and practice effects in facial metaconstruct.?Paper presented at the meeting of the American Psychological Association, La Fonto, August.

(Conference Paper)

Xiao, A. L. 1998. An Academic or a More Practical Approach. Retrieved on 08/12/2009, at https://www.360docs.net/doc/f21551640.html,/forum/vols/vol36/no2/

(On-line sources)

Zekulin, I. (1930) Quoted in James, E.C. (1945) Artifacts in Behavioural Research, New York: Academic press, pp. 35-36.

(Reference which you have not checked but are taking from another citation)

中文参考文献

著作类：

戴炜栋、何兆熊．新编简明英语语言学教程[M]．上海：上海外语教育出版社，2002．

编著论文类：

方梦之．加强对比语言学的研究[A]．杨自俭、李瑞华．英汉对比研究论文集[C]．上海：上海外语出版社，1990，79－85．

译著类：

Faulkner, W．The Sound and the Fury [M]．喧哗与骚动．李文俊译．上海：上海译文出版社，1984．

中文网站类：

萧钰．出版社信息化迈入快车道．(2001-12-19)[2002-04-15]．

https://www.360docs.net/doc/f21551640.html,/news/20011219/200112190019.html.

期刊类：

辛斌．交际教学法：问题与思考[J]．外语教学与研究，1995 (3) ：49-55．

References cited in the text

Non-integral citations

The communicative approach aims to improve learners?communicative competence, which furnishes them with not only the grammatical rules of a language but also the skills of communicatively using the language(James, 1985).

“The communicative approach aims to improve learners?communicative competence, which furnishes them with not only the grammatical rules of a language but also the skills of communicatively using the language”(James, 1985: 50).

Integral citations

James (1985) claims that the communicative approach aims to improve learners?communicative competence, which furnishes them with not only the grammatical rules of a language but also the skills of communicatively using the language.

James (1985, cited by Jefferson 1990) claims that the communicative approach aims to improve learners?communicative competence, which furnishes them with not only the grammatical rules of a language but also the skills of communicatively using the language.

According to James (1985), the communicative approach aims to improve learners?communicative competence, which furnishes them with not only the grammatical rules of a language but also the skills of communicatively using the language.

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陈保亚20 世纪中国语言学方法论济南：山东教育出版社，1999 丁言仁英语语言学纲要上海：上海外语出版社，2001 费尔迪南德索绪尔普通语言学教程长沙：湖南教育出版社，2001 冯翠华英语修辞大全北京：商务印书馆，1996 桂诗春，宁春言主编语言学方法论北京：外语教学与研究出版社，1998 桂诗春应用语言学长沙：湖南教育出版社，1998 何兆熊新编语用学概要上海：上海外语教育出版社，2000 何自然语用学与英语学习上海：上海外语教育出版社，1997 侯维瑞英语语体上海：上海外语教育出版社，1988 胡壮麟语言学教程（修订版）北京：北京大学出版社，2001 黄国文语篇与语言的功能北京：外语教学与研究出版社，2002 黄国文语篇分析概要长沙：湖南教育出版社，1988 李延富主编英语语言学基本读本济南：山东大学出版社，1999 李运兴语篇翻译引论北京：中国对外翻译出版公司，2000 刘润清西方语言学流派北京：外语教学与研究出版社，1999 刘润清等现代语言学名著选读（上下册）北京：测绘出版社，1988 刘润清等语言学入门北京：人民教育出版社，1990 陆国强现代英语词汇学（新版）上海：上海外语教育出版社，1999 戚雨村现代语言学的特点和发展趋势上海外语教育出版社，1997 秦秀白文体学概要长沙：湖南教育出版社，1990 孙志外国语言研究论文索引（1995—1999）上海外语教育出版社，2001 索绪尔普通语言教程北京：商务印书馆，1999

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福建农林大学计算机与信息学院（数学类课程）课程论文报告课程名称：数学模型课程论文题目：大学生消费水平与消费结构分析姓名：系：应用数学专业：数学与应用数学年级：2005级学号：指导教师：姜永职称：副教授 2008年6 月23日

福建农林大学计算机与信息学院数学类课程课程论文结果评定

目录摘要-------------------------------------------------------------------- 1关键字-------------------------------------------------------------------- 1 1、问题重述--------------------------------------------------------------- 2 1.1问题背景------------------------------------------------------------------------------------------ 2 1.2数据来源------------------------------------------------------------------------------------------ 2 2、问题分析--------------------------------------------------------------- 2 2.1当代大学生消费的基本状况 ----------------------------------------------------------------- 2 2.2研究意义------------------------------------------------------------------------------------------ 2 2.3目前大学生的消费特征 ----------------------------------------------------------------------- 3 2.4 研究目的----------------------------------------------------------------------------------------- 3 3、模型假设--------------------------------------------------------------- 3 4、符号约定--------------------------------------------------------------- 4 5、模型建立与求解--------------------------------------------------------- 4 5.1 数据挖掘与分析-------------------------------------------------------------------------------- 4 5.2 系统聚类分析----------------------------------------------------------------------------------- 6 5.3 方差分析----------------------------------------------------------------------------------------- 6 5.4 相关分析----------------------------------------------------------------------------------------- 7 5.5 线性拟合----------------------------------------------------------------------------------------- 8 5.6 层次分析----------------------------------------------------------------------------------------- 8 6、模型的检验与分析------------------------------------------------------ 11 7、结论和模型的评价------------------------------------------------------ 12 7.1 系统聚类分析的优点------------------------------------------------------------------------- 12 7.2 结论 ---------------------------------------------------------------------------------------------- 12 参考文献 -------------------------------------------------------------------------------------------------- 13 附录 -------------------------------------------------------------------------------------------------- 14

英语专业毕业论文中的引用格式

论文中的引用格式 1.1 间接引用（citations） A.如果引用只涉及一个作家的某本专著或文章，而作家的名字在自己的行文中没有出现, 将该作家的姓氏和出版的时间用括弧括起来，放在句子结尾，注意该括弧算作句子的一部分，标点符号应放在括弧之后。例: It has been argued that teachers’ role is to provide the students with optimal condition that can facilitate learning so that students can achieve similar results (Bloom, 1976). B.如果引用所涉及到的作家的名字已经出现在行文中, 只需要在名字后面加上括弧, 填入出版时间即可。例：Gould (1988) attributes Darwin’s success to his gift for making the appropriate metaphor. C.如果引用涉及到的作家和著作的出版时间在行文中已出现，那就不再需要单独的夹注了。例：In a 1988 article, Gould explores some of Darwin’s most effective metaphors. D.如果引用涉及到的著作是由两位作者合著，则每次引用时都需把两位作者的姓氏注出来，在夹注中用“&”，在行文中则用“and”连接两个作者。例：The disadvantages of the multiple regression analysis is that it cannot show the complex interrelations between independent variable (Bryman & Cramer, 1990). Bryman and Cramer (ibid.) also pointed out that… E.如涉及到的作者超过两人，少于六人，第一次加夹注时，写出所有作者的姓氏，以后每次引用，只需写出第一作者的姓氏，其后加上“et al.” 即可。例：Scientists have isolated a gene connected to circadian rhythms in plants (Millar, Straum, Chory, Chua, & Kay, 1995: 1163). They identified the mutations that activated light-dependent pathways (Millar, et al., 1995: 1165) F.如果引用涉及到的著作由六位以上的作者合著，加注时只需写出第一作者的姓氏，其后加上“et al.”即可。例：Naiman et al. （1978）found a similar relationship, although I this case effo rt’on the part of the learners was also associated with instrumental motivation (subsequent citations) (Ellis, 1954: 512).

英语专业本科论文范文

英语专业本科论文范文 A Brief Analysis of english teaching in senior high school Abstract: Classroom teaching is the main way for students to learn En glish. But in senior high school, a lots of probelms still exsit in t he English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing wi ll be further discussed. Key words: reading writing techniques Introduction: Classes should be learner-centered, with meaningful, fu nctional activities, often, classes begin by finding out what the stu dents don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teache r and textbooks will impact that information to the students. Teacher s who hold this assumption view students as plants waiting passively to be fed and watered. But I think the students should be regarded as explorers, active learners who bring a great deal to the learning pr ocess and at the same time, draw from their environment as they devel op new understandings. The basic principle will be used in the teachi ng of reading and writing. Section One------ How to teach reading I. Why teach reading There are many reasons why getting students to read English texts is an important p art of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their career s, for study purposes or simply for pleasure. Anything we can do to m ake reading easier for them must be a good idea. Reading texts provide good models for English writing, provide oppo rtunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good readi ng texts can introduce interesting topics, stimulate discussion, exci te imaginative responses and be the springboard for well-rounded, fas cinating lessons. The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experienc es in their short lives. II. What kind of reading should students do? When the teachers give reading class to students, they should notic e a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. The re is some authentic written material which beginner students can und erstand to some degree: menus, timetables, signs and basic instructio