| With the development of our society, the interchange between countries is becoming stronger and stronger. English is doubtlessly important as an international language. The last 30 years has witnessed a steady improvement of English Language Teaching (ELT). However, ELT in many of China's schools is still far from being satisfactory, especially in proficiency in spoken English. How to improve college students'ability of oral English becomes a heated topic in foreign language field. People have been tried to find an effective way to solve all kinds of problems in English teaching. But the practice showed that none of the teaching methods can not only settle all the teaching problems, but also achieve all the teaching goals. This paper stressed on the comparison of pros and cons of Grammar-Translation Approach (G-T approach) and Communicative Language Teaching Approach (CLT approach), then it put forward an oral teaching model of instruction by combination of this two teaching approaches. This model emphasized on the interaction between teachers and students, equal importance between accuracy and fluency, combination of language form with functional meaning, the students can not only improve their linguistic competence but also communicative competence in the end.An experimental study was employed in the paper. In the experimental study, it took the whole semester (the latter half of the year in 2010) and 64 students were involved. They were Business English majors from Hunan Vocational College of Science and Technology. During the experimentation, they were divided into two classes. One class with 30 students were chosen as the control group, which was taught with the GT approach, while the other class with 40 students was chosen as the experimental group, which was taught with the integrated teaching approach. In order to testify that there are no significant differences between these two classes, both the two classes received a real written PETS2 tests before experimentation. An oral pretest and oral posttest were also employed for the two classes. The results of three tests were analyzed by SPSS and revealed the following results:According to the limitations of national conditions in China, the English majors shouldn't abandon GT approach completely in the English oral class. When it comes down to the explanation of grammatical knowledge in oral English teaching, the teacher should use all kinds of forms and design some translation exercises characterized by context and communicative function related to our daily life rather than independent explanation and exercise of grammatical knowledge and sentence translation. In the classroom, the teacher should let the students contact authentic target language as many as possible and employ various methods to let students open their mouth. At the same time, the teacher should also encourage the students to express their own ideas in English to the best of their ability. As to the serious mistakes, the teacher should correct it properly. Therefore, it is necessary to combine the merits of the GT approach with CLT approach. The experiment showed that the integrated method is suited to the actual classroom of English majors in China. It is proved to be effective when applied integrated teaching method in oral English classroom. It reflected in: The experimental class taught with the integrated method improved in oral accuracy and fluency after experimentation, the actual class was full of question-asking and discussion and the students were encouraged to communicate with each other in English. On the other hand, the class teaching activities such as question-asking and discussion as well as oral translation exercises can trigger students'active thoughts, quick response to questions and active classroom atmosphere.This paper combined the two extreme teaching methods and tried to find a proper approach to improve English majors'oral English effectively. In some respects, the above research has certain reference values for English majors'class teaching. |
PDF Full Text Request