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【摘要】本文通过案例研究方法研究了交际游戏在大学英语口语教学中的有效性和作用。我们现场观察了四个在口语课堂上使用交际游戏的班级，并且采访了参与了相关交际游戏的二十位学生。通过研究，我们发现与传统课堂教学活动相比，交际游戏的确能够明显地促进英文交流，活跃课堂气氛并提高学生开口说英文的兴趣。
【关键词】交际游戏；英语口语；有效性
【中图分类号】G623.31【文献标识码】B 【文章编号】1001-4128（2011）01-0015-02
A Study on the Effectiveness of Communication Games in College Oral English ClassThis study is based on the provincial key educational project and under the guidance and recommendation of Professor Wang Lifei, Dean of School of International Studies, University of International Business and Economics.
【Abstract】The paper studies the effectiveness of communication games used in college oral English class by using case study method. We observed four classes that used communication games for oral English learning and interviewed twenty Chinese EFL students who were involved in the relevant oral activities. The findings proves that compared with traditional oral English activities, communication games do play a positive role in facilitating English communication, inspiring students’ interest in English speaking and activating the atmosphere of the classroom.
【Keywords】Communication games; Oral English; Effectiveness
1 Introduction
With the popularity of Communication Language Teaching (CLT) in the foreign language classroom since the mid-1970s, an increasing number of researchers and teachers believe that Communication Game (CG), as a kind of communicative and cooperative activity, can help students to communicate meaningfully in the target language and achieve a higher level of oral English proficiency in real communication. However, whether CG is an effective way to promote students’ initiatives in oral English learning is still in question, for lack of empirical study and statistical support. Therefore, a relevant case study, which has never been done before in the field of oral English study, is needed and will be done in this paper.
2 Theoretical Background
Advocates of the communicative approach hold that language is a tool of communication and language is learnt for communication. According to Ho (2004: 26) the most common understanding of the communicative approach means “providing the teachers with communicative activities in their repertoire of teaching skills and giving learners the opportunity in class to practise the language skills taught.” Since the communicative game (CG) as a kind of communicative activities, resembles to a great extent the natural language environment, it can engender learners’ full participation, free them from emotional barriers which hinder their willingness to communicate actively and “give students greater opportunities to speak” (Brown, 1994:173).
3 Methodology
3. 1 Research Questions
In present study we examine in details the attitudes of Chinese EFL learners towards communication games used in the course of Oral English. Based on direct observation, examination of instructional materials, and in-depth interviews with Chinese EFL learners, the study intends to address the following questions: 1) What perception do Chinese students have as for traditional English teaching methods? 2) What perception do Chinese students have regarding the role of communication games used in college oral English class?
3. 2 Participants
The participants of the particular case study were randomly chosen from four natural classes of 100 freshmen (English majors) from Huazhong Agricultural University, 25 students in each class, in which twenty students took part in the case study.
3.3 Data Collection Procedures
First, the researcher played the role of a participant observer, by directly observing the teaching and learning activities in the oral English teaching classroom as they occurred in natural settings without obviously disturbing the participants. The classroom observation was carried out in four oral English classrooms four days a week for a total four weeks. Second, the in-depth interviews were conducted with twenty Chinese EFL learners. The students chosen randomly from the four classes took part in one-on-one interviews for approximately 30 minutes with their permission. The interviews are designed to help us gain an in-depth understanding of the Chinese students’ perceptions on the role of communication games in the course of oral English. The interviews were also tape-recorded and then transcribed in paper for later verification by interviewees.
3.4 Results
Table 1. Results of main general questions in the interview
Table 1 shows the results of the main general questions in the interview: (1) Do you have any difficulty or problem in spoken English? (2) Do you enjoy doing traditional oral English activities, like reciting, repetition, pattern drilling? (3) Do you think the traditional oral English activities help you communicate with others in English? (4) Do you enjoy playing communication games in class? (5) Do you think the games for communication and cooperation is useful and important for enhancing English speaking ability and communicative competence?
4 Conclusion and Implications
Based on the classroom-observation and the results of in-depth interviews above, it can be found I that although some of Chinese students rely too much on the traditional English teaching methods like reciting, pattern drills, repetition, most students have perceived the significance and effectiveness of CGs used in oral English class. Most college students hold the view that CGs can not only increase their opportunities to practice spoken English, creating a semi-real environment to use English in a natural way but also intrigue the participators strong interest in English communication and thereby promote their English proficiency in a long run. Moreover, the study proves that since CG calls for students’ maximum active participation in oral English learning, it can build up students’ confidence, stimulate their appetite for practice and as a means to an end, also can act as a diagnostic tool for the teacher, highlighting areas of difficulty in learning and teaching. All of these findings shed new lights on popularizing the use of good communication games in oral English classroom.
References
Brown, H. D. 1994. Teaching by Principles. New Jersey: Prentice Hall Regents.
Ho,W.K. 2004. English Language teaching in East Asia today: An overview. In Ho & Wong (eds.), 1-3.
Krashen, S. 2003. Explorations in Language Acquisition and Use. Portsmouth: Heinemann.
Rao, Z. 2002. Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System 30: 85-105.
Stake, R. 1988. Case study methods in educational research: Seeking sweet water. In R. M. Jaeger (Ed.), Complementary methods for research in education. Washington: American Educational Research Association.
王初明.外语“写长法”［J］. 中国外语，2005（1）
【关键词】交际游戏；英语口语；有效性
【中图分类号】G623.31【文献标识码】B 【文章编号】1001-4128（2011）01-0015-02
A Study on the Effectiveness of Communication Games in College Oral English ClassThis study is based on the provincial key educational project and under the guidance and recommendation of Professor Wang Lifei, Dean of School of International Studies, University of International Business and Economics.
【Abstract】The paper studies the effectiveness of communication games used in college oral English class by using case study method. We observed four classes that used communication games for oral English learning and interviewed twenty Chinese EFL students who were involved in the relevant oral activities. The findings proves that compared with traditional oral English activities, communication games do play a positive role in facilitating English communication, inspiring students’ interest in English speaking and activating the atmosphere of the classroom.
【Keywords】Communication games; Oral English; Effectiveness
1 Introduction
With the popularity of Communication Language Teaching (CLT) in the foreign language classroom since the mid-1970s, an increasing number of researchers and teachers believe that Communication Game (CG), as a kind of communicative and cooperative activity, can help students to communicate meaningfully in the target language and achieve a higher level of oral English proficiency in real communication. However, whether CG is an effective way to promote students’ initiatives in oral English learning is still in question, for lack of empirical study and statistical support. Therefore, a relevant case study, which has never been done before in the field of oral English study, is needed and will be done in this paper.
2 Theoretical Background
Advocates of the communicative approach hold that language is a tool of communication and language is learnt for communication. According to Ho (2004: 26) the most common understanding of the communicative approach means “providing the teachers with communicative activities in their repertoire of teaching skills and giving learners the opportunity in class to practise the language skills taught.” Since the communicative game (CG) as a kind of communicative activities, resembles to a great extent the natural language environment, it can engender learners’ full participation, free them from emotional barriers which hinder their willingness to communicate actively and “give students greater opportunities to speak” (Brown, 1994:173).
3 Methodology
3. 1 Research Questions
In present study we examine in details the attitudes of Chinese EFL learners towards communication games used in the course of Oral English. Based on direct observation, examination of instructional materials, and in-depth interviews with Chinese EFL learners, the study intends to address the following questions: 1) What perception do Chinese students have as for traditional English teaching methods? 2) What perception do Chinese students have regarding the role of communication games used in college oral English class?
3. 2 Participants
The participants of the particular case study were randomly chosen from four natural classes of 100 freshmen (English majors) from Huazhong Agricultural University, 25 students in each class, in which twenty students took part in the case study.
3.3 Data Collection Procedures
First, the researcher played the role of a participant observer, by directly observing the teaching and learning activities in the oral English teaching classroom as they occurred in natural settings without obviously disturbing the participants. The classroom observation was carried out in four oral English classrooms four days a week for a total four weeks. Second, the in-depth interviews were conducted with twenty Chinese EFL learners. The students chosen randomly from the four classes took part in one-on-one interviews for approximately 30 minutes with their permission. The interviews are designed to help us gain an in-depth understanding of the Chinese students’ perceptions on the role of communication games in the course of oral English. The interviews were also tape-recorded and then transcribed in paper for later verification by interviewees.
3.4 Results
Table 1. Results of main general questions in the interview
Table 1 shows the results of the main general questions in the interview: (1) Do you have any difficulty or problem in spoken English? (2) Do you enjoy doing traditional oral English activities, like reciting, repetition, pattern drilling? (3) Do you think the traditional oral English activities help you communicate with others in English? (4) Do you enjoy playing communication games in class? (5) Do you think the games for communication and cooperation is useful and important for enhancing English speaking ability and communicative competence?
4 Conclusion and Implications
Based on the classroom-observation and the results of in-depth interviews above, it can be found I that although some of Chinese students rely too much on the traditional English teaching methods like reciting, pattern drills, repetition, most students have perceived the significance and effectiveness of CGs used in oral English class. Most college students hold the view that CGs can not only increase their opportunities to practice spoken English, creating a semi-real environment to use English in a natural way but also intrigue the participators strong interest in English communication and thereby promote their English proficiency in a long run. Moreover, the study proves that since CG calls for students’ maximum active participation in oral English learning, it can build up students’ confidence, stimulate their appetite for practice and as a means to an end, also can act as a diagnostic tool for the teacher, highlighting areas of difficulty in learning and teaching. All of these findings shed new lights on popularizing the use of good communication games in oral English classroom.
References
Brown, H. D. 1994. Teaching by Principles. New Jersey: Prentice Hall Regents.
Ho,W.K. 2004. English Language teaching in East Asia today: An overview. In Ho & Wong (eds.), 1-3.
Krashen, S. 2003. Explorations in Language Acquisition and Use. Portsmouth: Heinemann.
Rao, Z. 2002. Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System 30: 85-105.
Stake, R. 1988. Case study methods in educational research: Seeking sweet water. In R. M. Jaeger (Ed.), Complementary methods for research in education. Washington: American Educational Research Association.
王初明.外语“写长法”［J］. 中国外语，2005（1）