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HowtoCultivateCommunicativeAbility如何培养交际能力刘珊珊卢楠Outline•1.Definition•2.Developments•3.Elementsthatcommunicativeabilityinvolved•4.Threeaspectsrestrictcommunicativeability•5.Waysofcultivatingcommunicativeability•6.Thecommunicativeapproach1.Definition•Communicativecompetenceisatheoryofcompetencethatincludesthelanguageuser’sknowledgeandabilitytoemployrulesoflanguageuseincontext.ItwasproposedbyHymesin1972.•HearguesthatChomsky’sdefinitionofcompetenceistoonarrow-linguisticsoughttoconcernitselfwithcommunicativecompetence,thespeaker’sabilitytoproduceappropriateutterances,notsimplygrammaticalsentences.•Hymes(1972):Theintuitivemasterythatthenativespeakerpossessestouseandinterpretlanguageappropriatelyintheprocessofinteractionandinrelationtosocialcontextiscalled“communicativecompetence”.•Communicativecompetenceconsistsoffourcompetences:1.linguisticcompetence;2.social-linguisticcompetence;3.discoursecompetence;4.strategiccompetence.Fourjudgmentcriteria:1.whether(andtowhatdegree)somethingisformallypossible;（合乎语法）2.whether(andtowhatdegree)somethingisfeasibleinvirtueofthemeansofimplementationavailable;（适合性）3.whether(andtowhatdegree)somethingisappropriate(adequate,happy,successful)inrelationtoacontextinwhichitisusedandevaluated;（得体性）4.whether(andtowhatdegree)somethingisinfactdone,actuallyperformed,andwhatitsdoingentails.（实际操作性）---(Hymes,1972:281)2.Developments•Amongthosewhohavebeendevelopingthemselvestostudyandresearchthecommunicativecompetence,MichaelCanaleandMerrillSwain(1980)presentedtheirframeworkofcommunicativecompetence,Bachman(1990)alsoproposedhistheoryofcommunicativecompetence.•CanaleandSwain’sframeworkofcommunicativehasbroadenHymes’communicativecompetence,whileBachman’sanalysisofcompetenceisrelativelymoresystematicandcomprehensive.•Inconclusion,communicativecompetencemeanstheabilityofapersontouselanguage(orallanguageorwrittenlanguage)orparalanguage(bodylanguage)torealizeaparticularcommunicativepurpose.Thecompetenceincludestwoparts:understandingandexpressing.•Therefore,wesaytocultivatethecommunicativeabilityofstudentsisactuallytocultivatethestudents’comprehensiveabilitiesoflistening,speaking,readingandwriting.3.Elementsthatcommunicativeabilityinvolved•Linguisticcompetence(组词成句，组词成篇能力)•Cognitionability（对事物的认识，智力水平，反应能力和有关世界的知识）•Culture（文化观念和习俗）•Stylisticfeature（根据交际对象和交际目的选用不同词语和语篇进行交际的能力）•Facialexpressionorbodylanguage（面部表情和身势语）•Emotion（对待他人及事物的态度，个人品质，性格，习惯）4.Threeaspectsthatrestrictcommunicativeability•Inputlimit(即人际修辞，由社会因素决定)•Grammarlimit（即语法规则，包括语义，句法和语音方面的限制）•Outputlimit（即语篇修辞，组词成句，组句成篇的原则）5.Waysofcultivatingcommunicativeability•Thedirectmethod•Thesituationalapproach•Theimmersionapproach•Thecommunicativeapproach6.Thecommunicativeapproach•Definition•Thecommunicativeapproachreferstothetheoryofteachingaccordingtotheprinciplethatthestudentsandteachersshouldcommunicatewitheachotherusingthetargetlanguage.•Background•Itappearedin1960s,theoreticallybasedonHymes’scommunicativecompetencetheoryandHalliday’sfunctionallinguistictheory.•Tenets•Classroomisaplacefullofinteraction•Theclassshouldbestudents-centered•Thelearningofforeignlanguagereliesontheconcretecommunicativeactivities,suchaslisteningandspeaking.•Maximumlystressonthefunctionandmeaningoflanguage.•Mainpurposeofforeignlanguageteachingistohelpstudentstoexpressmeaningbyusingthetargetlanguage.•Classroomprocedure•Brieflytwostages•Stage1,theteacherselectsmaterialforstudentstolearnandremember.•Stage2,thestudentspracticebytalkingwitheachotherorwiththeteacher.CommentsItexcludesthenecessityofgrammarteachinginforeignlanguageteaching,overstatestheskillsoflanguageusingandignoresthelinguisticknowledgeasaunityandsystem.Itisnotthebestwaytocultivatecommunicativeability.