Communicative-Language-Teaching

CommunicativeLanguageTeaching&Cognitive-codeMethodI.Communicativelanguageteaching(CLT)1.1DefinitionandBackgroundThecommunicativeapproachisateachingmethodtoforeignorsecondlanguageteaching.TheoriginsoftheCommunicativeLanguageTeachingarebefoundinthechangesintheBritishlanguageteachingtraditiondatingfromthelate1900s.Itemphasizesinteractionasboththemeansandgoalsoflearningalanguage.ThemethodsfollowsaNationalSyllabusandemphasizestheprocessesofcommunicationtogetinformation,andusinglanguageforsocialinteractions.Althoughitisnottheonlyformofcommunicationamonghumanbeings,itiscertainlythemostimportant.Englishteachingistoteachthestudentshowtocommunicatewitheachother,ortotrainhestudents’goodandcompletelanguageability------toexpresstheirideascorrectlyandtoeasilyadjustthemselvestoeverykindofsocialsituation.Englishteachingthusisthekeypointtoastudent’slife.AslongastheCLTwasintroducedtoChina,ithadbeenappliedtolanguageteachingimmediatelyandgraduallysubstituteourtraditionalteachingmethods.1.2BasicFeaturesofCLTTherearefourbasicfeaturesofCLT(1)Itemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.(2)Itemphasisthelearner’spersonalexperienceasimportantcontribution.(3)Itcorrectlanguagelearningtoreal-situationactivitiesbothoutsideandinsidetheclassroom.(4)Itislearner-centeredandemphasisthelearningprecessitself.ThesefourfeaturesclearlyclaimedthattheCLTareveryinterestedintheneedandthedesireaswellasthecommunicationoflearners.1.3TeacherandStudents’RolesIntheCLT,theteacherservesasmoreofafacilitator,allowingstudentstobeinthechargeoftheirownlearningprocess.Theyservedasaorganizer,adviser,facilitatorandparticipant.Asforthestudents,inCLT,studentsareaskedtopracticereal-lifesituations.Intheseexercises,thegoalisthatthestudentsneedtocommunicatehisorherneedsandthoughtswithoutcaringaboutthecorrectgrammarandsentencepattern.Soeveryonecatakepartinthepracticeactively.Insteadofthelisteners,studentsarethemanager,masterandparticipantoftheirownstudy.1.4ClassroomActivitiesNumerousofmaterialsandaidscanbeusedtosupportthecommunicativelanguageteaching.HereisthecriteriaforCLT.(1)communicativepurpose(2)Communicativedesires(3)Focusoncontent,notthefrom(4)Varietyoflanguage(5)Noteacherintervention(6)NomaterialcontrolActivitiesexamples:roleplay.Tellpersonalexperienceandinformationexchange,picturestirpstory,etc..IntheclassroomofCLToftentakestheformofparisansgroupanditrequirethenegotiationandcooperationbetweenlearners.activitiescanencourageanddevelopthecompetenceandskills.1.5EvaluationofCLTCommunicativelanguageteachingfocusonthestudents-centeredteachingpractice.Itsimulatesstudentscuriosityandinterestinlearningandtheycanhavegoodopportunitiestohavepracticeinlearning.Itensurestheresultsoflearningprocess.Oneoftheobviousbenefitofthismethodisthatthestudentsaremoreresponsibleoftheirownlearningthaninatraditionalteacher-centeredclassroom.Thustherelationshipbetweenteachersandthestudentsisinteractiveandharmonious.However,itstillneeimproving.Students’needoflanguageinputandpracticeneedstheteachertobalance.Asaresults,thismethodneedmoreskillthanotherapproaches.II.TheCognitive-codeMethod2.1DefinitionandBackgroundThecognitive-codemethodisanapproachtoforeignlanguageteachingwhichisbasedonthebeliefthatlanguagelearningisaprocesswhichinvolvesactivemethodprocessesandnotsimplytheformingofhabits.Itlaysemphasisontheconsciousacquisitionoflanguageasameaningfulsystem.Inthe1960s,thepedagogy,psychologyandlinguisticshandenjoyedtheirgreatdevelopmentinAmerican.Asaresult,thecognitive-codemethodcomesintobeing.Andthenewapproachabsorbedbeneficialtheoriesforitselffromthosedevelopedschools.ThismethodisdifferentfromtheCLTbecauseitfocusmuchmoreonthementalprocessofstudents2.1MainFeaturesTherearesismainfeaturesofthecognitive-codemethod(1)students-centered,teacherguidesandstimulatestudentstolearn;(2)Itfocusonstudents’abilityoflanguagecompetence;(3)Againstaudio-lingualcomesfirst,givesequalimportantinthefourskills;(4)Widelyuseteachingaidsandmaterialstohelpinteaching;(5)Emphasisunderstandratherthanrecite;(6)Teachercanusetheirmotherlanguagetoexplainifnecessary.Thismethodemphasisthementalprocessofthestudents,anddealwiththestudyofnaturesandlearningofsystemsofknowledge.Studentsshouldhavetheirownunderstandandideasandbeallowedtocreattheirownsentence.1.3RoleofTeacherandStudentsTeacheristhefacilitatorandguideofclassroom.Theystimulatestudents’motivationandinterestoflearning,andguidethemtofindnewthingsorrulesfrompracticeandnewmaterials.Thenofferthemopportunities,materials,situationstodoexercise.Whilestudentsarethemainpartofclassroom,theyneedtolearnspontaneouslyandunderstandbyheart.1.4ClassroomActivitiesClassroomactivitiesmustfocusonstudentsfeelsandopinions.Alsotheycandesignactivitiestheylike.Theaimoftheseactivitiesistoletstudentlearnernewthingsfromreal-doing.Activitiesexamples:learnerprimarypractice,retelltextuseyourownwords,describingpictures,makingsentencesetc..1.5EvaluationThetheoryattachesmoreimportanttothelearner’sunderstandingofthestructureoftheforeignlanguagethantothefacilityinusingthestructureorthegrammar.