A Philosophy of Teaching for Junior Schools in Rural Areas in China

商海萍

Abstract: This paper intends to introduce Communicative Language Teaching and some practical activities to teachers in rural junior schools in China so as to solve the problem in teaching process.

Key words: Communicative Language Teaching, activity, junior school

【中圖分類號(hào)】G640

1. Introduction

At present, English teaching in rural junior schools is still exam-oriented. Therefore, most students there do well in examinations rather than communications. Yet, high communicative competence is required nowadays. Based on these observations, Communicative Language Teaching and practical practices supported by it are introduced.

2. Communicative Language Teaching

Communicative Approach is “an approach to foreign or second language teaching which emphasize that the goal of language learning is communicative competence” (Richards, Schmidt, Kendrick, & Kim, 2005, P.135). That is, the aim of this approach is to develop learners ability to communicate. Communicative Language Teaching (CLT) is a teaching method based on this approach which brings a different notion from traditional ones, focusing on communicative competence and emphasizing authentic context in the class.

As for language teaching, Rogers (2000) emphasized individual development and learner-centered teaching. In order to achieve this, teachers have the responsibility to create proper context for students. In the class, learning always takes place through a meaningful process of relating new invents or items to already existing cognitive concepts or propositions (Brown, 2002). That is, learning process and activities should be meaningful.

Since teaching is always a continuum varying from linguistic learning to communicative activity, some activities based on CLT will be introduced.

3. Linguistic Learning Activities

Linguistic learning activities aim to make students master linguistic forms and structures. The first activity suggested is meaningful drills which relate linguistics forms to their meanings. In the class, pictures, charts or tables can be used to help students learn new words or phrases. Or ask some questions in a specific context and let students answer them by using structures learned before.

The second activity is games which are designed not only for joy but also for grasping vocabulary, grammar or structures. For example, in group of three, one person describes a specific word by using attributive clause, others guess the words described.

The last one is information transfer which tries to make student transform or interpret information they get. It can be performed either in listening, speaking, reading or writing. For instance, let students tell the key information or answer questions by using the information of the passage but not the same sentence in it.

4. Communicative Activities

Communicative activity lays emphasis on communicative competence, the use of language. Firstly, role play can provide student a chance to perform specific and authentic roles in a given context. After teach the unit “How much are these pants?” in the class, teachers can design some role plays. For example, make students into groups of three, one is a shopkeeper and two are customers. Let them imagine and display the process of shopping.

Secondly, discussion can activate students by relating topics to their life. Topics can be derived from unit or suggested by students. For example, in the unit “Dont eat in class,” some potential topics can be developed: How do you think of eating in the class? Or if you were the teacher, what should you do if your students eat in the class?

Thirdly, project is an open activity, encouraging students creativity and team-work spirit. For example, let students make birthday cards for their parents or friends and show the product in the class. Then, students will be more encouraged and involved in learning English.

5. Conclusion

The main aim of language teaching is to develop students communicative competence. However, English teaching in rural junior schools are not in the case. Targeting at such context, this paper introduces Communicative Language Teaching to solve the problem by introducing linguistic learning and communicative activities. It is hoped that this method can be used appropriately by considering the context. In doing so, both teachers and students may benefit from it.

Reference:

Brown, H. D. (2002). Principles of language learning and teaching. (3rd Ed.). Beijing: Foreign Language Teaching and Research Press.

Richards, J. C., Schmidt, R., Kendrick, H., & Kim, Y. (2005). Longman dictionary of language teaching and applied linguistics. (3rd ed.) Beijing: Foreign Language Teaching and Research Press.

Richards, J. C., & Rodgers, T. S. (2000). Approaches and methods in language teaching. Beijing: Foreign Language Teaching and Research Press.