Foreign language teaching methods [Three successful foreign language teaching methods and their enlightenment to English teaching reform in China]

Since the mid-1980s, countries have gradually adjusted and reformed foreign language teaching, and some successful teaching methods have emerged, among which communicative function method, content teaching method and immersion teaching method are particularly prominent. These successful foreign language teaching methods have certain implications for English teaching reform in China: improving the efficiency of teaching and learning, coordinating teaching and learning in various disciplines, further strengthening the understanding of learning English, and providing a real language communication environment.

Keywords: teaching methods; English; Teaching; arouse

Classification number of China Library: G23.3 1 document identification number: A document number:1009-010x (2007) 03-0033-02.

1. Successful foreign language teaching methods in foreign language teaching reform

2 1 century is a high-tech era with fierce competition, which is characterized by economic globalization and high informatization, which puts forward higher requirements for talents in 2 1 century. They should have solid professional knowledge, high information literacy, and the ability to communicate in English in daily life and professional fields. Many countries have predicted the demand for foreign language talents in 2 1 century, and gradually adjusted and reformed foreign language teaching since the mid-1980s, and some successful teaching methods have emerged.

1. Communicative Functional Teaching Method (Communication).

To a great extent, it focuses on general foreign language teaching, that is, the teaching content focuses on the language used in daily life, so as to cultivate people's ability to communicate in foreign languages in daily life. However, the development of today's society urgently needs compound talents who are both professional and understand foreign languages, and requires them to have the ability of foreign language communication in professional fields, not just in daily life. In this context, in the mid-1980s, many western countries began to implement the reform experiment of combining language teaching with content teaching. As a result, the method of "language and content fusion learning" appeared.

The main advantages are as follows: ① Taking the function of language-thinking project as the key link, giving consideration to language structure and language communication, and cultivating foreign language communication ability through meaningful foreign language communication behavior. It does not exclude the teaching of language knowledge, but language teaching should serve students' communication needs, and students should consider the purpose of expressing themselves and understanding others while communicating with others. Therefore, language teaching must consider factors other than language and speech. (3) It pays attention to social status, identity, gender and their attitudes towards each other, as well as other factors that may affect communication, such as employees and employers, doctors and patients, parents and children, teachers and students. (4) Communicative Approach places special emphasis on understanding the culture and customs of the country where the language is being learned.

The basic teaching procedures of communicative approach are situational presentation, structural exercises and communicative activities. The purpose of showing new languages to students in situations is to help them better understand their meaning and usage. The purpose of operating the new language point structure as a unit is to help students master the language points they have learned effectively as soon as possible and use them correctly in communication activities.

2. Content-based teaching.

In the teaching of non-linguistic subjects, foreign languages are used as teaching languages. This teaching method is often used in middle schools, because middle school students have acquired a certain foreign language ability. Different countries learn different foreign languages according to their actual conditions.

Its main features are: first, teaching foreign languages directly, and connecting with the expressed content; Second, students' mother tongue is not used for teaching at any time. Schools in Austria, Finland, Germany and the Netherlands teach geography, history, music or physical education in English, and some schools teach vocational and technical courses in English. In Australia, schools all over the country have teaching plans to use foreign languages as teaching languages. The foreign languages used in these schools are Chinese, French, Greek, Italian, Japanese, Khmer, Malay-Indonesian, Polish, Spanish and Turkish. These lesson plans are distributed in all teaching stages, but most of them are in primary school. These teaching plans are implemented together with the teaching plan of using English as the medium of instruction to teach certain subjects.

Its main advantages are as follows: ① It emphasizes the direct learning and application of foreign languages, so that students can really master the tool of foreign languages. ② Pay attention to oral and phonetic teaching and grasp the essence of foreign language teaching. ③ Pay attention to practice and cultivate language habits. ④ Through sentence pattern teaching, students can learn practical grammar in a planned way in language practice and play the role of grammar in foreign language teaching. ⑤ Using intuitive teaching AIDS and widely using teaching methods and means close to real life make teaching more vivid and greatly improve the quality of foreign language teaching.

3. No immersion.

Immersion teaching method is a special teaching method of "integration of language and content", and its teaching purpose is mainly to master the subject content. Students acquire language skills by mastering subject skills and subject knowledge that meet their grade level. In Canada, the experiment of immersion bilingual teaching began with 1965. This teaching method is mainly used to teach French to English-speaking students. Since then, immersion method has been adopted in many places in North America, and different forms of immersion method have appeared. In Austria and the Netherlands, more and more schools have implemented immersion teaching similar to that in Canada, which is called "bilingual teaching". In Germany, many schools began to implement the so-called "learning through foreign languages" teaching plan in the first grade of primary school, learning German for half a day and learning a foreign language for half a day. The foreign languages used in these schools include English, French, Italian, Portuguese, Polish and Russian. Practice has proved that when foreign language teaching is combined with subject teaching, the efficiency of learning a foreign language is higher than that of isolated and simple language learning. Because, only when students use language to implement real communicative behavior, can their language learning produce good results. Curriculum design should give consideration to both subject content and language form. Teachers can provide more complex languages for students to imitate step by step and design some classroom teaching forms that require students to use more complex languages to complete their learning tasks.

Second, the current situation of English teaching in China and the enlightenment of foreign language teaching to us.

English teaching plays an important role in all stages of teaching in China, but there has always been great controversy about the methods and effects of English teaching. At present, the focus of English teaching reform should be the innovation of teaching methods.

First of all, we should vigorously improve the efficiency of English teaching and learning. Foreign experiments have proved that when foreign language teaching is combined with subjects, the efficiency of foreign language learning is higher than that of isolated and simple language learning, because only by using language to implement real communicative behavior can their language learning produce good results.

We can learn from the way of "integrated learning of language and content" and try to offer English classes in primary and secondary schools all over the country to teach English in computer, physics, chemistry and other subjects, so as to improve the efficiency of students' learning English and let a group of students with outstanding achievements in various subjects stand out as soon as possible.

Secondly, the teaching of various disciplines should cooperate with each other. The main purpose of learning is to master the subject content, but we can't ignore another purpose of this teaching method, that is, in language teaching, all subjects should coordinate, cooperate, complement and promote each other according to the teaching plan, so as to improve students' language use level. In addition, the undergraduate and junior college students majoring in foreign languages enrolled by many domestic universities are basically high school graduates who emphasize liberal arts, and most of the education they receive in the foreign languages department of universities is language and literature. After graduation, I went to teach in primary and secondary schools, and the teaching language was acceptable, but it was more difficult to teach some science courses in foreign languages. Therefore, whether the enrollment of foreign language departments in universities can consider recruiting some high school students in science, or accepting both arts and sciences. This can meet the demand for bilingual teachers in some middle schools in China.

Third, we should further strengthen our understanding of learning English. The ultimate goal of people learning a foreign language is to communicate with real content and practical significance in real communication situations. Foreign language teaching is to cultivate students' communicative competence. Many middle school students in our country have no lasting interest in English learning. There are many reasons involved here, but one of the most important reasons is that during the six years from Grade One to Grade Three, students rarely have the opportunity to use English as a useful communication tool in real situations, and their only purpose in learning English is to take exams.

In addition, it is necessary to provide a real language communication environment. Our country lacks the environment to use English, and most of the practice scenes we create for students in English classes are artificial. Can we learn from the integration of language and content, take English as the teaching language of computer, physics, chemistry and other subjects, and provide students with an opportunity to use English intentionally in real communication situations, so that English can truly become a communication tool?

References:

[1] Zhang Shiyi. Direct English teaching method [M]. Shanghai: Zhonghua Book Company, 1922.

[2] Li Tingxiang, editor in chief. English teaching method [M]. Beijing: Higher Education Press, 1983.

[3] Wu Tang, Wang Cairen, Hangzhou. Middle school English teaching method [M]. Third Edition, Nanning: Guangxi People's Publishing House, 1983.

[4] Ding Junhua. Review of schools and systems of foreign language teaching methods at home and abroad [N]. English course, 1997~ 1998.

[5] Tang. English teaching methods and skills [M]. Shanghai Education Press, 1983.

Editor in charge: Yan