交际法PPT

CommunicativeLanguageTeachingApproachOutline1.Background2.Theoreticalbasis3.Design4.Procedure5.Theadvantagesanddisadvantagesofcommunicativeapproach6.ThesituationoftheapplicationandresearchofCAinChina7.ConclusionThebackgroundoftheCLTTheoriginsofCommunicativeApproacharetobefoundinthechangesintheBritishteachingtradition,datingfromthelate1960s.Americanlinguistits:structurallinguistictheoryBritishlinguistits:thefunctionnalandcommunicativepotentialoflanguage;focusinlanguageteachingoncommunicativeproficiencyratherthanmerelymasterthestructures.ChangingeducationalrealitiesinEurope:increasingindependenceofEuropeancountries,theneedforthegreatereffortstoteachadultsthemajorlanguagesofEuropeanCommonMarket,thecouncilofEurope.Inthemid-1970sthescopesofcommunicativelanguageteachinghasexpandedbothAmericanandbritishproponentsanditwasregardedasanapproachaimingtomakecommunicativecompetencethegoaloflanguageanddevelopproceduresforteachingofthefourlanguageskillsthatacknowledgetheinterdependenceoflanguageandcommunication.TheoreticalBasisTheoryoflanguage(a)Hymes’communicationcompentence(b)Hillday’sfunctionalaccountoflanguageuse(c)Henrywiddowson,CanaleandSwain:Fourdimensionsofcommunicativecompetence:Grammaticalcompetence语法能力Sociolinguisticcompetence社会语言能力Discoursecompetence话语能力Strategiccompetence策略能力TheoryofLearning(a)Communicationprinciple(b)StephenKrashen:acquisitionvslearning(c)JohnsonandLittlewood:askill-learningmodeloflearning(a)Communicationprinciplecommunicationprinciple:activitiesthatinvolverealcommunicationpromotelearning.taskprinciple:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.(Johnson1982)meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.(b)StephenKrashen:acquisitionVSlearningAcquisition:referstotheunconsciousdevelopmentofthetarget-languagesystemasaresultofusingthelanguageforrealcommunication.Learning:istheconsciousrepresentationofgrammaticalknowledgethathasresultedfrominstruction,anditcannotleadtoacquisition.Krashenandothersecondlanguagetheoriststypicallystressthatlanguagelearningcomesaboutthroughusinglanguagecommunicatively,ratherthanthroughpracticinglanguageskills.(c)JohnsonandLittlewood:askill-learningmodeloflearningAccordingtothistheory,theacquisitionofcommunicativecompetenceinalanguageisanexampleofskilldevelopment.Thisinvolvestwoaspects:thecognitiveaspect:involvestheinternalizationofplansforcreatingappropriatebehavior.Forlanguageuse,theseplansderivemainlyfromthelanguagesystem–theyincludegrammaticalrules,proceduresforselectingvocabulary,andsocialconventionsgoverningspeech.thebehavioralaspect:involvestheautomationoftheseplanssothattheycanbeconvertedintofluentperformanceinrealtime.Thisoccursmainlythroughpracticeinconvertingplansintoperformance.(littlewood1984:74)DesignDesigninCLTObjectiveThesyllabusLearnerrolesTeacherrolesTheroleofinstructionalmaterialsDesignObjectiveTheobjectiveofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.FivecomponentsofcommunicativecompetenceSyllabus1.structuresplusfunctions(结构公式加功能式)Wilkins(1976)2.functionalspiralaroundastructuralcore（以结构为核心的螺旋上升式)）Brumfit(1980)3.structural,functional,instrumental（结构，功能，工具式）Allen(1980)4.functional（功能式）JuppandHodlin(1975)5.notional（意念式）Wilkins(1976)TypeReference6.interactionalWiddowson(1979)7.task-basedPrabhu(1983)8.LearnergeneratedCandlin(1976),Henner-StanchinaandRiley（1978）LearnerrolesTheroleoflearnerasnegotiator.(BreenandCandlin)Learnerworksinsmallgroupandpairstocompletethetaskscooperatively.Learnersshouldcontributeasmuchashegains,andtherebylearninaninterdependentway.TeacherrolesTwomainroles:1.tofacilitatethecommunicationprocess2.toactasanindependentparticipantwithinthelearning-teachingprocessOtherroles：Anorganizer,aguide,aresearcherandlearner,analyst,counselor,groupprocessmanagerTheroleofinstructionalmaterialsPractitionersofCLTviewmaterialasawayofinfluencingthequalityofclassroominteractionandlanguageuse.ThreekindsofmaterialscurrentlyusedinCLT:text-basedmaterials:textbooksdesignedtodirectandsupportCLT.Somerepresentativetextbooks:Communicate(1979)MarrowandJohnsonPairWork(1981)Watcyn-JonesEnglishLanguageSyllabus(1975)task-basedmaterials:Avarietyofgames,roleplays,simulations,andtask-basedcommunicativeactivitieshavebeenpreparedtosupportCLTclasses.realia（实观教具）:Objectsandmaterialfromeverydaylifeusedasteachingaids,suchassigns,magazines,advertisements,newspaper,graphicandvisualsources.ProcedureProcedureCommunicativelanguageteachingusesalmostanyactivitythatengageslearnersinauthenticcommunication.So,thedescriptionoftypicalclassroomproceduresusedinalessonbasedonCLTprinciplesisnotfeasible.NeithertheactivitiesorthewaysofCLTproceduresareexclusivetoClTclassroom.CLTproceduresareevolutionaryratherthanrevolutionary.Example:Alessonoutlineforteachingthefunction'makingasuggestion'offeredbyFinocchiaroandBrumfitonP170Themethodologicalproceduresunderlyingthesetextsreflectasequenceofactivitie