Communicative-Language-Teaching-沟通式教学

CurrentcommunicativeapproachesCommunicativeLanguageTeachingBackgroundApproachDesignProcedureConclusionXuFanqinZhangQinLiMingMiaoQingqingCaoYindiShuGuiliBackgroundOrigins:changesintheBritishlanguageteachingtraditiondatingfromthelate1960s.BritishappliedlinguistsbegantocallintoquestionthetheoreticalassumptionsunderlyingSituationalLanguageTeaching.NoamChomsky:SyntacticStructures(1957)currentstandardstructuraltheoriesoflanguage---incapabletoaccountthecreativitiyanduniquenessofindividualsentences.Britishappliedlinguists:emphasizeonthefunctionalandcommunicativepotentialoflanguage.E.g.ChristopherCandlinandHenryWiddowson:Britishfunctionallinguists;Americanworkinsociolinguistics;workinphilosophy.ChangingeducationalrealitiesinEurope•interdependenceofEuropeancountries;learningofthemajorlanguagesofECM;promotinglanguageeducation;formationoftheInternationalAssociationofAppliedLinguistics•1971:agroupofexperts,developlanguagecoursesonaunit-creditsystem•1972:Wilkins,afunctionalorcommunicativedefinitionoflanguage•Twotypesofmeaningbehindthecommunicativeuseoflanguage:notionalcategoriesandcategoriesofcommunicativefunction•NotionalSyllabus:asignificantimpactonthedevelopmentofCommunicativeLanguageTeaching---usedbytheCouncilofEuropeforafirst-levelcommunicativelanguagesyllabusApproach•TheoryofLanguageTheCommunicativeApproachinlanguageteachingstartsfromatheoryoflanguageascommunication.ThegoaloflanguageteachingistodevelopwhatHymesreferredtoas“communicativecompetence.”Chomsky’stheory•Linguistictheoryisconcernedprimarilywithanidealspeaker-listenerinacompletelyhomogeneousspeechcommunity,whoknowsitslanguageperfectlyandisunaffectedbysuchgrammaticallyirrelevantconditionsasmemorylimitation,distractions,shiftsofattentionandinterest,anderrors(randomorcharacteristic)inapplyinghisknowledgeofthelanguageinactualperformance.•InHymes’view,apersonwhoacquirescommunicativecompetenceacquiresbothknowledgeandabilityforlanguageusewithrespectto:•1.whether(andtowhatdegree)somethingisformallypossible•2.whether(andtowhatdegree)somethingisappropriate(adequate,happy,successful)inrelationtoacontextinwhichitisusedandevaluated.•3.whether(andtowhatdegree)somethingisappropriate(adequate,happy,successful)inrelationtoacontextinwhichitisusedandevaluated.•4.whether(andtowhatdegree)somethingisinfactdone,actuallyperfomed,andwhatitsdoingentails•AnotherlinguistictheoryofcommunicationfavoredinCLTisHalliday’sfunctionalaccountoflanguageuse:•Linguisticsisconcernedwiththedescriptionofspeechactsortexts,sinceonlythroughthestudyoflanguageinuseareallboughtintofocus•LearningasecondlanguagewassimilarlyviewedbyproponentsofCommunicativeLanguageTeachingasacquiringthelinguisticmeanstoperformdifferentkindsoffunctions.•Othertheorist:•HenryWiddowson•CanaleandSwain(p160)TheoryofLearning•IncontrasttotheamountthathasbeenwritteninCommunicativeLanguageTeachingliteratureaboutcommunicativedimensionoflanguage,littlehasbeenwrittenaboutlearningtheory.•Onesuchelementmightbedescribedascommunicationpriciple:•Activitiesthatinvolverealcommunicationpromotelearning.Asecondelementisthetaskprinciple:Activitiesinwhichlanguageisusedforcarringoutmeaningfultaskspromotelearning.Athirdelementisthemeaningfulnessprinciple:Languagethatismeaningfultolearnersupportsthelearningprocess.•Savignonsuveys(p161)•StephenKrashen(p161-162)Design•objective•thesyllabus•typesoflearningandactivities•learnerroles•teacherroles•theroleofinstructionalmaterialsobjectives•Piephodiscussesthelevelsofobjectivesinacomunicativeapproach:1.anintegrativeandcontentlevel2.alinguisticandinstrumentallevel3.anaffectionlevelofinterpersonalrelationshipsandconduct4.alevelofindividuallearningneeds5.ageneraleducationallevelofextra-linguisticgoalsThesyllabus•A.discussionsofthenatureofthesyllabushavebeen•centralinComunicativeLanguageTeaching.•B.a.notionalsyllabus•b.expansionanddevelopment(thesituations、•thefunctions、thenotions、thevocabularyand•grammar)•c.Widdowson•d.Yaldentypes:••1.structuresplusfunctionsWilkins(1976)•2.functionalspiralaroundBrumfit(1980)•astructuralcore•3.structural,functional,Allen(1980)•instrumental•4.functionalJuppandHodlin(1975)•5.notionalWilkins(1976)•6.interactionalWiddowson(1979)•7.task-basedPrabhu(1983)•8.learner-generatedCandlin(1976),•HennerStanchinaand•Riley(1978)Typesoflearningandteachingactivities•Therangeofexercisetypesandactivitiescompatiblewithacommunicativeapproachisunlimited,providedthatsuchexercises.•Enablelearnerstoattainthecommunicativeobjectivesofthecurriculum,enablelearnersincommunication,andrequiretheuseofsuchcommunicativeprocessesasinformationsharing,negotiationofmeaning,andinteraction.•Classroomactivitiesareoftendesignedtofocusoncompletingtasksthataremediatedthroughlanguageorinvolvenegotiationofinformationandinformationsharing.•Theseattemptstakemangforms•Wright•Byrne•Allwright•SturtridgeLittlewood(1981)Distinguishesbetweenfunctionalcommunicationactivitiesandsocialinterationactivities•Functionalcommunicationactivities:•comparingworking•discoveringcommunicating•followingsolving•Socialinterationactivities:•coversati