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1.3 The ResearchQuestions Forthe purpose of the study, the following research questions are addressed: paper51.com (1) How can the Communicative Language Teaching be applied in Englishvocabulary teaching in junior high school? 内容来自论文无忧网 www.paper51.com (2)What are the existing problems in the application of CLT in English vocabularyteaching in junior high school? http://www.paper51.com
(3) What changes can be made in relevant to the application of CLTin English vocabulary teaching in junior high school English? http://www.paper51.com 1.4 The Scope of the Research 内容来自www.paper51.com In order to collect relevantdata, three English teachers of different ages were chosen, so that they can providedifferent opinions according to the questionnaire. They were all teachers of 7th gradestudents in a junior high school in Yunnan Province. They were in the same office so that theinformation could be collected conveniently when the writer was doing herteaching practice there. There are225 students in total from 3 different classes. Most of the students in Class A were topstudents, while students in Class B and ClassC were ordinary students. Thethree classes were taught by the three teachers whom were chosen to fill in thequestionnaire. 内容来自www.paper51.com 2. A Brief Introduction toCommunicative Language Teaching andVocabulary Teaching copyright paper51.com 2.1 Definitions of CommunicativeLanguage Teaching 内容来自论文无忧网 www.paper51.com CommunicativeLanguage Teaching is now widely promoted in English teaching in Chineseschools. In order to understand thedefinitions of Communicative Language Teaching, we should first take a look atthe definitions of communicative competence (CC) since CC is the essence ofCommunicative Language Teaching. Manyresearchers define CLT approach from different perspectives. http://www.paper51.com InHymes’s view (1972), a person who acquires CC acquires both knowledge andability for language use with respect to “(a) whether (and to what degree) somethingis formally possible; (b) whether (and to what degree) something is feasible invirtue of the means of implementation available; (c) whether (and to whatdegree) something is appropriate (adequate, happy, successful ) in relation toa context in which it is used and evaluated; (d) whether (and to what degree) somethingis in fact done, actually performed, and what its doing entails”( 281). http://www.paper51.com
Basedon Hymes, a number of applied linguists tried to interpret “communicativecompetence” in different ways. Spolsky (1978), for instance, defines CC fromfive dimensions: (1) Linguistic dimension: lexicon, semantics, grammar, phonology. (2) Channels: oral,speech, writing, gesture. (3) Codedimension: (a) varieties of languages, regional dialects, social dialects,styles, register; (b) control of code selection rules. (4) Topic dimension: what can be talkedabout. (5) Setting dimension:ability to function in various domains (home, school, work, community, etc.)”(126). http://www.paper51.com |