Rebuild The Communicative Teaching Theory In The Primary And Middle Schools From System-functional Linguistics Perspectives

Since the founding of the People's Republic of China,English teaching in the middle schools and primary schools has undergone several teaching reforms,of which communicative teaching advocated in the 1980s is the most influential one.The theoretical basis of communicative teaching covers psychology,pedagogy,sociology and philosophy,etc.The study of communicative teaching in our country began with the introduction of its theories and research achievements,which gradually became the important orientation and way of the primary and secondary school English teaching reform.Related researches including the teaching principles,models and practical results of communicative teaching,yet there has not been any systematic research on theory or any practical effort to advocate communicative teaching.Among all the communicative English teaching of primary and secondary schools in our country,we saw theories such as "communicative teaching","task-based teaching" and"give priority to with the task-based teaching model of a variety of teaching modes coexist",etc.With the evolution of the teaching models,the teachers in the middle schools and primary schools may misunderstand and think that communicative teaching has been out of date.Actually,this is the rewriting of communicative teaching.Communicative teaching,based on the systemic functional linguistics research,aims to develop students' language ability and the ability to learn at the same time,increase the quality of the students' English thinking and cultural character,from the depth and breadth to expand the connotation of communicative teaching,so as to realize the communicative teaching to cultivate the students' language ability,learning ability,thinking ability and cultural character,encourage students to become the target of complete personality person.Communicative teaching research,based on the systemic functional linguistics,aims to develop students' language ability and ability to learn,to improve the quality of the students' English thinking and cultural character,to expand the connotation of communicative teaching from the its depth and breadth.Finally,the aim of developing students with complete personalities will be realized.Systemic functional linguistics is the most important basic theory of communicative teaching.While context theory is one of the main theory of systemic functional linguistics.The context may be divided into contextual context,situational context and cultural context.The contextual context may be analyzed through discourse connection of the discourse analysis theory and the semantic continuity theory.The introduction of the discourse analysis theory may develop the language capabilities in the communication capabilities of the students.The situational context may be linked to discourse through the register theory,the three variables in which:field,tenor and mode are the media for research of discourse and context.The introduction of the register theory offers a good means to cultivate the thinking capabilities of the students.The cultural context is mainly analyzed through the discourse genre analysis,which is further analyzed through the discourse genre structural potential and outline structure analysis so as to develop the capabilities of cultural awareness in the students.The context of multiple-layered can fully and effectively promote language teaching.Contents and main viewpoints of the chapters:The introductory part of Chapter 1 describes the reason,meaning and value of the topic selection,summarizes the theoretical basis of communicative teaching,clarifies the relevant concepts,and puts forward the research contents,frameworks and methods.Chapter 2 analyses the current primary and secondary school English teaching realities and existing problems,puts forward the necessity of reconstruction of communicative teaching of primary and secondary schools.Chapter 3 puts forward the overall framework and the idea of reconstruction of communicative teaching among middle and primary schools:the use of the context theory makes it possible to cultivate the language capabilities,thinking capabilities and cultural awareness capabilities in the students in an all-round manner so as to achieve the objective of cultivating the communication capabilities of the students comprehensively.Chapter 4,5 and 6 discuss approach and measures of the reconstruction of the communicative teaching in detail.These three chapters analyse teaching materials and teaching contents respectively from the contextual context,situational context and cultural context.The fourth chapter,from the textual context,explores the problems and countermeasures of cohesion and semantic coherence theory existing in the current curriculum,teaching materials and the classroom teaching;Chapter 5,based on the field theory concept in the intermediate context theory,gives analysis into the classroom teaching and classroom teaching assessment procedures from the field,tenor and mode perspectives,and provides corresponding and effective teaching strategies;Chapter 6 discusses the role and application of discourse genre structure potential in discourse analysis from the macro context perspective.Chapter 7 mainly solves the problems of patterned communication teaching,formalized teaching process and simplified teaching context respectively through reconstructing the concept of communicative teaching,reconstruction of content and multi-level context and meaning construction.Using the theory of systemic functional linguistics context and case-analysing of the teaching materials in the junior middle school,chapter 7 mainly analyzes three levels of context in the practical application in English classroom,and therefore builds the framework and principle of the communicative teaching theory model,re-thinks on the reform direction of classroom teaching and innovation of theory model through the guiding role of teaching assessment,and explores the concept and strategy for future English teaching reform.Chapter 8 summarizes the main contents,characteristic and shortcomings of the study.The main content of the study includes study of communicative teaching from the discourse and context perspective and study of language teaching based on the social function of linguistics.The shortcoming is that while emphasis is laid on putting the theories into practice,there is not sufficient ability to extract theories from the practice,which requires further effort in the future.