Communicative Language Teaching 沟通式教学

1、Current communicative approachesCommunicative Language TeachingBackgroundApproachDesignProcedureConclusionXu Fanqin Zhang QinLi MingMiao Qingqing Cao YindiShu GuiliBackgroundOrigins: changes in the British language teaching tradition dating from the late 1960s.British applied linguists began to call

2、 into question the theoretical assumptions underlying Situational Language Teaching.Noam Chomsky: Syntactic Structures(1957) current standard structural theories of language-incapable to account the creativitiy and uniqueness of individual sentences .British applied linguists: emphasize on the funct

3、ional and communicative potential of language.E.g. Christopher Candlin and Henry Widdowson: British functional linguists; American work in sociolinguistics; work in philosophy.Changing educational realities in Europe interdependence of European countries; learning of the major languages of ECM; prom

4、oting language education; formation of the International Association of Applied Linguistics 1971: a group of experts, develop language courses on a unit-credit system 1972: Wilkins, a functional or communicative definition of language Two types of meaning behind the communicative use of language: no

5、tional categories and categories of communicative function Notional Syllabus: a significant impact on the development of Communicative Language Teaching-used by the Council of Europe for a first-level communicative language syllabusApproach Theory of Language The Communicative Approach in language t

6、eaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes referred to as “communicative competence.”Chomskys theory Linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community,who knows i

7、ts language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation,distractions,shifts of attention and interest,and errors(random or characteristic)in applying his knowledge of the language in actual performance. In Hymesview,a person who acquires communicative

8、 competence acquires both knowledge and ability for language use with respect to: 1.whether(and to what degree) something is formally possible 2.whether(and to what degree) something is appropriate(adequate,happy,successful) in relation to a context in which it is used and evaluated. 3.whether(and t

9、o what degree) something is appropriate (adequate,happy,successful) in relation to a context in which it is used and evaluated. 4.whether(and to what degree) something is in fact done,actually perfomed,and what its doing entails Another linguistic theory of communication favored in CLT is Hallidays

10、functional account of language use: Linguistics is concerned with the description of speech acts or texts,since only through the study of language in use are all bought into focus Learning a second language was similarly viewed by proponents of Communicative Language Teaching as acquiring the lingui

11、stic means to perform different kinds of functions. Other theorist: Henry Widdowson Canale and Swain(p160)Theory of Learning In contrast to the amount that has been written in Communicative Language Teaching literature about communicative dimension of language,little has been written about learning

12、theory. One such element might be described as communication priciple: Activities that involve real communication promote learning.A second element is the task principle:Activities in which language is used for carring out meaningful tasks promote learning.A third element is the meaningfulness princ

13、iple:Language that is meaningful to learner supports the learning process. Savignon suveys(p161) Stephen Krashen(p161-162)Design objective the syllabus types of learning and activities learner roles teacher roles the role of instructional materialsobjectives Piepho discusses the levels of objectives

14、 in a comunicative approach:1. an integrative and content level 2. a linguistic and instrumental level3. an affection level of interpersonal relationships and conduct4. a level of individual learning needs5. a general educational level of extra-linguistic goals The syllabus A. discussions of the nat

15、ure of the syllabus have been central in Comunicative Language Teaching. B.a.notional syllabus b.expansion and development (the situations、 the functions 、the notions、the vocabulary and grammar) c.Widdowson d.Yalden types: 1.structures plus functions Wilkins(1976) 2.functional spiral around Brumfit(

16、1980) a structural core 3.structural,functional , Allen(1980) instrumental 4.functional Jupp and Hodlin(1975) 5.notional Wilkins(1976) 6.interactional Widdowson(1979) 7.task-based Prabhu(1983) 8.learner-generated Candlin(1976), Henner Stanchina and Riley(1978)Types of learning and teaching activitie

17、s The range of exercise types and activities compatible with a communicative approach is unlimited,provided that such exercises. Enable learners to attain the communicative objectives of the curriculum,enable learners in communication,and require the use of such communicative processes as informatio

18、n sharing,negotiation of meaning,and interaction. Classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information and information sharing. These attempts take mang forms Wright Byrne Allwright SturtridgeLittlewood(1981) Di

19、stinguishes between functional communication activities and social interation activities Functional communication activities: comparing working discovering communicating following solving Social interation activities: coversation and discussion dialogues and role plays simulations skits improvisatio

20、ns debatesLearner roles As negotiator between the self, the learning process , and the object of learning. (Breen and Candlin) Learners bring preconception of what teaching and learning should be like. (Henner-Stanchina and Riley 1978) As cooperator ( cooperative approach)Teacher roles Two main role

21、s:The role of instructional materialsThree kinds of materials used in CLT and label these text-based, task-based, realia. Text-based materials: A typical lesson consists of a theme, a task analysis for thematic development, a practice situation description, a stimulus presentation, comprehension que

22、stions and paraphrase exercises. Task-based materials: Exercise handbooks, cue cards, activity cards and so on support CLT classes. For pair- communication, there are two different sets of material. Realia: Authentic, from life materials might include language-based realia or graphic and visual sour

23、ces.Procedure Because communicative(交际) principles can be applied to the teaching of any skill, at any level ,and because of the wide variety of classroom activities and exercise types discussed in lots of books. So it is hard to find a description of typical classroom procedures used in a lesson ba

24、sed on CLT principles . Some linguists discusses techniques and class room management procedures (e.g., group activities, role plays), but neither these activities nor the ways are particular to CLT classrooms. Finocchiaro and Brumfit offer a lesson outline for teaching the function “making a sugges

25、tion” for learners in the beginning level of a secondary school program.1.Presentation of a brief dialog or several mini-dialogs2.Oral practice (group reading, personal reading)3.Questions and answers Such procedures clearly have much in common with those observed in classes taught according to Stru

26、ctural-situational and Audiolingual principles. The traditional teaching method:Teaching points are introduced in dialog form, grammatical items are isolated for controlled practice, and then freer activities are provided. Structural activities 结构性活动Pre-communicative activities 交际前活动 Quasi- communic

27、ative activities 准交际活动 Functional communicative activitiesCommunicative activities 交际活动 Social interaction activities 真实交际性活动An Unsolved Question How to implement the CLT principles at the level of classroom procedures thus remains a central to discussion of the Communicative Approach. How can the r

28、ange of communicative activities and procedures be defined, and how can the teacher determine a mix and timing of activities that best meets the needs of a particular learner or group of learners?Conclusion1.The redefinition and principles (CLT)CLT is best considered an approach rather than a method.The principles: -Learners learn a language through using it to communicate -Authentic and meaningful communication should be the goal of classroom activities -Fluency is an important dimension of communication -Comm