教学法Unit 2

1、Unit 2 Communicative Principles and Task-based Language TeachingCommunicative Language Teaching （CLT）Task-based Language Teaching（TBLT）Seven questions and other related termsRefer to P. 14 in the textbook.PPP = Presentation, Practice and ProductionFive-step teaching method = revision, presentation,

2、practice, production and consolidation (巩固).Teaching methodology = (Teaching) pedagogy2.1 Language use in real life vs. traditional pedagogy The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. We should teach language in th

3、e way it is used in the real world. Very often there is a big gap between the language used in real life and the language learned/taught in classroom.Three major differences In real life, on functions while in classroom, on forms. In real life, all language skills,esp. listening & speaking while in

4、classroom, one or two language skills and ignore the others. In real life, in certain context while in classroom,isolation from context.2.2 What is communicative competence? One possible solution to bridge the gap between classroom language teaching and real-life language use is the adoption of comm

5、unicative language teaching. The goal of CLT is to develop students communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.“Why dont you close the door?” a real question a command a comp

6、laint a suggestion Task 3: Different ways of making suggestions (refer to P. 308) Task 4: Possible meanings and functions of present continuous tense Conclusion: one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of lan

7、guage forms. In other words, what we say is more or less decided by who we are, where we are, to whom we are talking and what kind of relationship we have with the persons involved in the interaction.Hedge s Theory Five main components of communicative competence : linguistic competence(语言能力）, pragm

8、atic competence（语用能力）, discourse competence（语篇能力）, strategic competence（策略能力/交际策略）, and fuency（流利度）. Discourse competence (语篇能力/篇章能力/ 话语能力) ones ability to express or to understand a topic logically and coherently by employing or comprehending the cohesive markers( 衔接标记）衔接标记）used in the discourseCoh

9、esive Markers： And type in fact also furthermore apart from this what is more in addition not onlybut also as well as Or type in other words to put it another way to be more precise or rather alternatively But type although however whereas yet nevertheless despite in spite of on the contrary Example

10、 For example For instance As follows: That is to say In this case Contrast &Transition On the other hand Alternatively Now As far as x is concerned With regard to As for It follows that Stating the obvious Obviously It goes without saying Clearly Naturally Of course As one might expect Surely After

11、all Equivalence & highlighting In other words Namely That is to say In the same way in particular especially mainly particularlyGeneralising On the whole As a rule For the most part Speaking generally /generally speaking On most cases Usually Concession However Even though However much Nevertheless

12、Still yet However much he sympathizes with you, he wont say anything to offend his boss. He knows which side his bread is buttered.尽管他很同情你，但他不会说任何冒犯老板的话，他是知道自己的利害所在的。 Referring who which when where whose that Cause & effect Because Because of this Thus Accordingly Hence In order to So that In that c

13、ase Under those circumstances As a result For this reason As a consequence Conclusion So Finally, To conclude, Above all, In a word, Fluency (流利度/ 语言流畅 ) Teaching learners lexical phrases or chunks of language, also termed as prefabricated language(例行套语）, can help learners produce the language more

14、fluently. prefabricated language chunks （预制语块 ）Typical examples can you+vp could you possibly+vp I wonder if you could+vp could you be kind enough to+vp I would appreciate it if you could+vp Im sorry to have to bother/ask you,but would you possibly be willing to+vpconclusion The term communicative c

15、ompetence is often uesd in contrast to Chomskys term linguistic competence. For Chomsky, competence simply means knowledge of language system: grammatical knowledge in other words.Communicative competence includes knowledge of what to say, when, how, where, and to whom.2.3 Implications for teaching

16、and learning Teaching must enable learners to grasp the five components of communicative competence, not just the linguistic competence. In reference to p.308-309 Linguistic competence: The script rules: margins on top and bottom, capital letters in titles, underline for names of articles, italiced

17、letters for names of magazines and books, indented space at the beginning of each paragraph, use of punctuation marks,etc. Pragmatic competence: If we dont understand the rules of its use we can seriously hurt ourselves and/or others. The rules that apply to the use of language are called Pragmatics

18、. The basic question in Pragmatics is, “Is the communication doing what we intended it to do?” There are three factors effecting the outcome of a communication：locution(地点），illocution（言语表达行为），perlocution （言语表达效果） The scale of formality(a requirement of etiquette or custom; a manner that strictly obs

19、erves all forms and ceremonies; compliance with formal rules): Examples: Hi, you. Tell me how to get the car park from here(rather rude)./ Excuse me,kind sir. I wonder if you would be so kind as to direct me to the car park from here(excessively polite)?2.4 Principles of Communicative Language Teach

20、ing （CLT） Communication principle: Activities that involve real communication promote learning (have a purpose to communicate). Task principle: Activities in which language is used for carrying out meaningful tasks promote learning (have a desire to use language). Meaningfulness principle: language

21、that is meaningful to learner supports the learning process (have the meaning to learning process and encourage learners).A weak and a strong version of CLT With the weak version, learners first acquire language as a structural system and then learn how to use it in communication (learning to use En

22、glish“学用英语”) The strong version of CLT claims that language is acquired through communication . This means learners discover the structual system in the process of learning how to communicate (using English to learn it).Features of CLT authentic and creative meaning rather than form relevant to the

23、needs task-based teaching functional approach2.5 CLT and the teaching of language skills Listening and speaking: traditional pedagogy: listen to the texts (conversation or stories); repeat what is heard; answer the questions; produce responses based on given clues; retell what is heard. CLT: student

24、s should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading: Traditionally the purpose of reading is to learn language, namely vocabulary, grammar,etc. Reading skills: decoding, structural analysing,etc. In CLT, reading is to extr

25、act meaning or information and the learning of grammar and vocabulary is to facilitate such a process. Reading skills: skimming, scanning, reading comprehension questions, understanding references, making inferences, reproducing the text, gap-filling etc. Writing: traditional pedagogy: such titles:

26、A Day on the Farm/A Day in the Factory no experience, no sense of audience, OR: consolidation of language knowledge CLT: writing in the way people write in reality Students should have the chance to write to express their own feelings or describe their own experiences.Conclusion CLT has not replaced

27、 the previous approaches or methodologies. It has only expanded the areas: language content (to incorporate function), learning process (cognitive style and information processing), and product (language skills). CLT requires a higher level of communicative competence on the part of the teacher. It

28、also requires that the teacher develops a wider range of skills beyond the presentation and explanation of grammatical structures(Hedge, 2000). In a communicative calssroom, a great deal of time is spent on managing learning, setting up activities, organising resources, guiding students in pair/grou

29、p work. 2.6 Main features of communicative activities The key assumption in CLT is that students learn the language through engaging in a variety of communicative activities. What are communicative activities? Most of the activities listed on p.22-23 are aimed at developing listening and speaking sk

30、ills. The range of exercises types and activities compatible with a communicative language teaching is unlimited. Although neither Littlewood nor Richards and Rodgers claim communicative activities are only speaking and listening tasks, the narrow scope of the activities they have introduced has lef

31、t such an impression to the layman. Reading and writing are also commnicative skills, which are worth no less attention than listening and speaking.Six Criteria Communicative purpose: information gap Communicative desire: feel a need to communicate Content, not form: what they are saying, not how th

32、ey say it Variety of language:not just one specific language form No teacher intervention: working by themselves No materials control: choose whatever language by themselves Conclusion It should be noted that it is difficult for an activity to meet all the criteria discussed above, and that these cr

33、iteria are not without controversial views. Also, if an activity does not meet a certain criteria, it does not mean the activity is not a good one. The value of an activity should be judged according to what the activity is aimed at and in what context the activity is used.Task-based Language Teachi

34、ng (TBLT) Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However，it has stressed the importance to combine form-focused teaching with co

35、mmunication-focused teaching. What is a task ? Two types：Real-world tasks / Pedagogical tasks Four components of a task: a purpose :making sure that the students have a reason for undertaking the task skills Grammar Learning strategies Cultural awareness a context :involving sociolinguistic issues s

36、uch as the location, the participants and their relationship, the time, and other important factors a process: getting the students to use learning strategies such as problom solving, reasoning, inquiring, conceptualising and communicating a product : some form of outcome, either visible（a written p

37、lan, a play, a letter,etc.）or invisible (enjoying a story, learning about another country,etc.)Exercises, Exercise-tasks and Tasks Tasks: focusing on the complete act of commnication Exercises: focusing the students attention on individual aspects of language, such as vocabulary, grammar or individu

38、al skills Exercise-tasks: consisting of contextulised practice of language items (often a particular grammar point) PPP and Task-based Language Teaching the way students use and experience language the procedures and contexts of learning free of language control a genuine need to use language to com

39、municate the purpose of the drafting, reheasal and practice is to help learners adjust their language for the report stage. a free exchange of ideas appropriateness and accuracy of language form in general a genuine need to strive for accuracy and fluency context : PPP (invented)/ TBL (already estab

40、lished by the task itself ) consciousness raising: simply to repeat, manipulate and apply / to think and analyse listening and reading : a single language item / a more varied exposure to natural language exposure : the language pre-selected by the teacher / a whole range of words, collocations, lexical phrases and patterns in addition to language forms pre-selected for focus from acc