英语教学法-交际法Communicative-Language-Teaching

CommunicativeLanguageTeaching交际法•CommunicativeLanguageTeaching•CurrentLanguageApproachesBackgroundApproachDesignProcedureConclusion•Background•Origins:changesintheBritishlanguageteachingtraditiondatingfromthelate1960s•BritishappliedlinguistsbegantocallintoquestionthetheoreticalassumptionsunderlyingSituationalLanguageTeaching•NoamChomsky:SyntacticStructures(1957)currentstandardstructuraltheoriesoflanguage---incapabletoaccountthecreativityanduniquenessofindividualsentences•Britishappliedlinguists:emphasizeonthefunctionalandcommunicativepotentialoflanguage•ChangingeducationalrealitiesinEurope•interdependenceofEuropeancountries;learningofthemajorlanguagesofECM;promotinglanguageeducation;formationoftheInternationalAssociationofAppliedLinguistics•1971:agroupofexperts,developlanguagecoursesonaunit-creditsystem•1972:Wilkins,afunctionalorcommunicativedefinitionoflanguage•Twotypesofmeaningbehindthecommunicativeuseoflanguage:notionalcategoriesandcategoriesofcommunicativefunction•NotionalSyllabus:asignificantimpactonthedevelopmentofCommunicativeLanguageTeaching•Aimsoftheapproach:(a)makecommunicativecompetencethegoaloflanguageteaching;(b)procedurestoteachfourskillsthatacknowledgetheinterdependenceoflanguageandcommunication•TheoryofLanguage:•Startsfromatheoryoflanguageascommunication•Hymes’theoryofcommunicativecompetence•Halliday’sfunctionalaccountoflanguageuse•HenryWiddowson:aviewoftherelationshipbetweenlinguisticsystemsandtheircommunicativevaluesintextanddiscourse•CanaleandSwain:fourdimensionsofcommunicativecompetence---grammaticalcompetence,sociolinguisticcompetence,discoursecompetence,strategiccompetence•Attheleveloflanguagetheory,CLThasarich,ifsomewhateclectic,theoreticalbase.•SomecharacteristicsofthecommunicativeviewoflanguageP161•Theoryoflearning:•Communicationprinciple;Taskprinciple;Meaningfulnessprinciple•Recently,sometheoriesoflanguagelearningprocessesthatarecompatiblewiththecommunicativeapproach•E.g.Krashen:acquisitionvs.learninglanguagelearningcomesaboutthroughusinglanguagecommunicatively•JohnsonandLittlewoods:skill-learningmodeloflearning----cognitiveaspectandbehavioralaspect•Design:•Objectives•Thesyllabus•Typesoflearningandteachingactivities•Learnerroles•Teacherroles•Theroleofinstructionalmaterials•Objectives:•Piephodiscussesthefollowinglevelsofobjectivesinacommunicativeapproach:1.Anintegrativeandcontentlevel;2.Alinguisticandinstrumentallevel;3.Aneffectivelevelofinterpersonalrelationshipsandconduct;4.Alevelofindividuallearningneeds;5.Ageneraleducationallevelofextra-lingusitcgoals.Thesyllabus:Typesoflearningandteachingactivities:Learnerroles:Teacherroles:NeedsanalystTheroleofinstructionalmaterials:Procedure:Littlewood:•Merits:1.Trainsstudents’communicativecompetence.2.Setsgoalsaccordingtostudents’needs.3.Improvestherelationshipbetweentheteacherandthestudents.4.Helpsstudentscooperativewitheachothermore.•Demerits:1.Hardtodefinetheboundaryof“communication”.2.Hardtobalancethelanguagecompetenceandthecommunicativecompetence.3.Hardtofindanidealandpracticalkindofinstructionalmaterials.4.Hardtodealwiththemistakesoccurringinthecommunication,•Conclusion:•Altogether,CLTisbestconsideredanapproachratherthanamethod.Itreferstoadiversesetofprinciplesthatreflectacommunicativeviewoflanguageandlanguagelearningandthatcanbeusedtosupportawidevarietyofclassroomprocedures.•JohnsonandJohnsonidentifyfivecorecharacteristicsofcurrentapplicationsofcommunicativemethodology:•1.Appropriateness•2.Messagefocus•3.Psycholinguisticprocessing•4.Risktaking•5.Freepractice