英语教学法教程Unit 2 Communicative Principles TBLT

Unit2CommunicativePrinciples&TBLTObjectives:a.toknowabouttheCLTapproach.b.toknowthedefinitionofcommunicativecompetence.c.Toknowhowtoevaluatecommunicativeclassroomactivitiesd.tounderstandTask-basedLanguageTeaching二语和外语著名语言学家Stern在1993年出版的IssuesandOptionsinLanguageTeaching一书中是这样说的：Secondlanguagerefersto“anon-nativelanguagelearntandusedwithinonecountry”,suchasEnglishlearntandusedinBritishcolonies;whereasforeignlanguageisa“non-nativelanguagelearntandusedwithreferencetoaspeechcommunityoutsidenationalandterritorialboundaries”likeEnglishlearntandusedinChina.（二语是指这样一种语言——在使用该语言的国家里，作为非母语学习和使用这种语言，如:在英国前殖民地学习和使用的英语；而外语是指这样一种语言——在使用该语言的国家及其属地的领域之外，作为非母语学习和使用的一种语言，如:在中国学习和使用的英语。）Question:WhyisCLThighlypromotedinFLT?Inreallife:ThetraditionalFLT:Theconsequence:a.thefunctionsandformsb.Languageskillsc.ThewaytouseorteachlanguageQ1:WhatarethedifferencesbetweenlanguageusedinreallifeandlanguagetaughtinthetraditionalFLT?Q2:WhatisthefinalgoalofFLT?Andhowtoachieveit?(P.14-15)QuestionsIntermsoffunctionsandformsInreallife:Languageisusedtoperformcertaincommunicativefunctions.ThetraditionalFLT:focusesonformsratherthanonfunctions.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.IntermsoflanguageskillsInreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.ThetraditionalFLT:tendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.Intermsofthewaytouse/teachlanguageInreallife:Languageisalwaysusedinacertaincontext.ThetraditionalFLT:tendstoisolatelanguagefromitscontext.e.g.thepassivevoiceTheconsequence:ThefinalgoalofFLT:toenablethelearnerstousetheforeignlanguageinworkorlife.weshouldteach:thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworld.ThelanguageweteachintraditionalFLTisnotwhatweuseinreal-lifecommunication.ConclusionsCommunicativeLanguageTeaching(CLT):apossiblesolutionThegoalofCLTistodevelopstudents’communicativecompetence.2.2.Whatiscommunicativecompetence?Communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.CommunicativeCompetenceincludesknowledgeofwhattosay,when,how,whereandtosayFivemaincomponentsofcommunicativecompetenceHedge(2000:46-55)discussesfivemaincomponentsofcommunicativecompetence:---linguisticcompetence---pragmaticcompetence---discoursecompetence---strategiccompetence---fluency(PP17-19)1.linguisticcompetence语言能力是指理解语言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是交际能力的基石，一个不可缺少的组成部份。2.pragmaticcompetence语用能力是指学习者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。用Hymes的话说就是知道“何时说，何时不说，和谁，什么时间，什么地点，以什么方式说些什么”。3.discoursecompetence篇章能力是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称话语能力。4.strategiccompetence策略能力是指如何在一个真实的交际情景下保持交际渠道通畅的能力。它包括以下三个方面：1)在口语和书面语冒险一试的能力；2)使用具体交际策略的能力；3)习得具体交际策略中的常用语言形式。5.fluency语言流畅:语言流畅是指自如地把言语单元有效连结起来的能力。流畅涉及语言的输出，多指口语的输出。流畅包括三个方面：1）语义流畅，2）词汇，句法流畅，3）发音流畅。AccordingtoHymes(1979),communicativecompetenceincludesfouraspects:(p.19)knowingwhetherornotsomethingisformallypossible(grammaticality:grammaticallyacceptable);知道形式上是否可能knowingwhethersomethingisunderstandabletohumanbeings(feasibility);知道是否可行knowingwhethersomethingisinlinewithsocialnorms(appropriatenessinasocialcontext);知道是否得体knowingwhetherornotsomethingisinfactdone(whatthelanguageperformanceentails).知道实施的条件2.3Implicationsforteaching&learningCommunicativecompetenceImplicationsforteachinglinguisticcompetenceTeachersneedtohelplearners…pragmaticcompetenceTeachersneedtohelplearners…discoursecompetenceTeachersneedtohelplearners…strategiccompetenceTeachersneedtohelplearners…fluencyTeachersneedtohelplearners…2.4PrinciplesforCLTThreeprinciplessuggestedbyRichardsandRodgers(1986:72)1)Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.(e.g.ask/offerhelpinrailwaystations)2)Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskpromotelearning.(e.g.makingoutclassrules)3)Meaningfulnessprinciple:Languagethatismeaningfultolearnersupportsthelearningprocess.(e.g.wordsofanimals)教学原则为指导教学工作的基本准则。1990年《教育大辞典》Howatt（1984）指出，交际教学法流派中可分出“温和派”和“激进派”两种：“温和派”强调向学习者提供使用英语进行交际的机会的重要性。将这类交际活动置于更大范围的语言教学中，可以称作“学用英语”（LearningtouseEnglish），成为近年来交际教学法的主流。“激进派”声称语言是通过交际习得的，因此这并不是一个激活已有的知识的问题，而是一个促进掌握语言系统本身的问题。可称作“用英语学英语”（usingEnglishtolearnit）。aweakandastrongversionofCLTLittlewood’sclassicbookLittlewood(1981).CommunicativeLanguageTeaching.外研社,20001.功能互动活动(Functionalcommunicativeactivities)e.g.:比较不同图画的异同、推断图画中事件发生的可能顺序、发现地图或图画中的缺失部分等等之类的活动2.社会交往活动(SocialInteractionactivities)e.g.:谈话和讨论、对话和角色扮演、模拟、即兴表演和辩论等之类的活动。CommunicativeactivitiesByLittlewood(1981)Functionalcommunicativeactivities(p.18)e.g.IdentifyingpicturesPicturesforStudentAPicturesforStudentBlanguagefortheactivity:Whatcolour…?Howmany…?Where…?Socialinteractionalactivities(p.23)e.g.Role-playingthroughcueddialogues提示性对话LearnerAYoumeetBinthestreet.LearnerBYoumeetAinthestreet.A