CommunicativeLanguageTeaching(交际语言教学).

CommunicativeLanguageTeaching(交际语言教学)广西师范学院初等教育学院蓝卫红Objectives领会交际语言教学理念；掌握交际教学语言教学特点、教学目标和教学原则；掌握运用信息差活动组织交际性操练。Stage1:ExperienceExperienceandthink:Whatcanpromotestudents’learningandsustaintheirinterestinlearning?1.Whosehandisthis?Whosehandisthis?Whosehandisthis?Watchtwoteachingcasesandthink:Whatcanpromotestudents’learningandsustaintheirinterestinlearning?Why?Readthefollowingdifferentexercisesandthink:Whichonewouldyouprefertodo?Why?Exercise1.Readthefollowingdialogueandtrytolearnitbyheard.•A:DoyouhaveaTVsetinyourroom?•B:No,Idon’t.•A:Doyouhaveacomputer?•B:Yes,Ido.Howaboutyou?•A:IhaveaTVset,butIdon’thaveacomputer.Exercise2:Makeadialoguewithyourdeskmate.A:Whatdoyouhaveinyourbedroom?B:Guess.A:Doyouhave_________?•B:No,Idon’t.•A:Doyouhave_________?•B:Yes,Ido.Howaboutyou?•A:Ihavea_____,butIdon’thavea______.•Exercise3•1.Writedownwhatyouhaveorwhatyouwanttohaveinyourownroom.Useadictionarywhennecessary.Don’tletothersseewhatyouhavewritten.•2.Groupwork.•Guesswhatyourgroupmembershavewrittendownbyusingthissentence:•“Doyouhave…inyourroom?”•Giveyourselfapointifyougettherightansweratthefirstguessing.Stage2ExplorationDiscussion:1.Whatcanpromotestudents’learningandsustaintheirinterestinlearningaccordingtowhatyouhaveexperienced?2.Whatkindofexercisecanmakelanguagelearningmeaningfulforstudents?3.WhatkindofexercisecanencouragestudentstouseEnglishinanauthenticcontext?Stage3Exchange1.Topromotestudents’learningandsustaintheirinterestinlearning,teachersshould___.2.WhenwedesignspeakingactivitiesforpupilstolearntouseEnglish,weshould______.provideopportunitiesforactivecommunicativeinteractionamongstudents(提供机会让学生之间进行积极的互动性交际活动)makelanguagelearningmeaningfulforthestudents.encouragethestudentstouseEnglishinanauthenticcontext•WhenwedesignspeakingactivitiesforpupilstolearntouseEnglish,weshouldtrytomaketheactivities:learner-centeredinteractivemeaning-focusedcollaborativepurposefultask-based•CommunicativeLanguageTeaching(交际语言教学)•TheCommunicativeApproach(交际法)•TheFunctionalApproach(功能法)Becauseoftheincreasingpossibilitiesforinternationalcommunication,professionalcooperationandtravel,CommunicativeLanguageTeachingcameintobeingattheendof1960s.Theapproachemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.•交际语言教学（CommunicativeLanguageTeaching）产生于七十年代初期，创始人是英国语言学家D.A.Wilkins。经过近20年的发展逐渐发展成为一种为世界语言教学界所普遍认同的教学思想、教学方向。它的理论主要来自社会语言学、心理语言学和乔姆斯基的转换生成法。其核心是教语言应当教学生怎样使用语言，用语言达到交际的目的，而不是把教会学生一套语法规则和零碎的词语用法作为语言教学的最终目标。Basicprinciples•----Activitiesthatinvolverealcommunicationpromotelearning•----Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning•----LanguagethatismeaningfultothelearnerpromoteslearningMainfeatures•----Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.•----Theintroductionofauthentictextsintothelearningsituation(Authenticmaterialisamust,becausestudentscannotextrapolate(进行推断)totherealworldfromtheirlearningonmade-upmaterial)•----Theprovisionofopportunitiesforlearnerstofocusnotonlyonlanguage,butalsoonthelearningprocessitself.•----Anenhancementofthelearner'sownpersonalexperienceasimportantcontributingelementstoclassroomlearning.•.•----AnattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroomTheobjectivesofCommunicativeLanguageTeaching•----Studentswilllearntouselanguageasameansofexpression•----Studentswilluselanguageasameansofexpressingvaluesandjudgments•----Studentswilllearntoexpressthefunctionsthatbestmeettheirowncommunicationneeds.Typesoflearningtechniquesandactivities•Communicativelanguageteachingusesalmostanyactivitythatengageslearnersinauthenticcommunication.•Theconceptissupposedtobelanguageteachingideas,notanapproachormethod.•(交际语言教学是一种教学理念,而不是一种有固定模式的教学法)Twomajoractivitytypes:•----Functionalcommunicationactivities(功能性交际活动):onesaimedatdevelopingcertainlanguageskillsandfunctions,butwhichinvolvecommunication,and•----Socialinteractionactivities(社会交往活动),suchasconversationanddiscussionsessions,dialoguesandroleplaysStage4:ExtensionDemonstratetheguessinggamesyouhaveprepared.Doyouliketheguessinggame?Why?Informationgapactivity•Informationgapactivity•Inaninformationgapactivity,onepersonhascertaininformationthatmustbesharedwithothersinordertosolveaproblem,gatherinformationormakedecisions(Neu&Reeser,1997).Thecharacteristicsofasuccessfulspeakingactivity(Ur,1996)Learnerstalkalot.Asmuchaspossibleoftheperiodoftimeallotted（分配）totheactivityisinfactoccupiedbythelearnertalking.(Animportantcriteriaforevaluatingeffectiveteaching)•Participationiseven.•Classroomdiscussionisnotdominatedbyaminorityoftalkativeparticipants:allgetachancetospeak,andcontributionsarefairlyevenlydistributed.•Motivationishigh.•Learnersareeagertospeak:becausetheyareinterestedinthetopicandhavesomethingnewtosayaboutit,orbecausetheywanttocontributetoachievingataskobjective.•Languageisofanacceptablelevel.•Learnersexpressthemselvesinutterances(说话的方式)thatarerelevant,easilycomprehensibletoeachother,andofanacceptableleveloflanguageaccuracy.••Inwhataspectcaninformationgapactivitysatisfytheabove?•Whatshouldbethe