Communicative-Language-Teaching(CLT)

CommunicativeLanguageTeaching（CLT)Name:唐乖乖Number:2015Grade:2015References•Book:LanguageTeaching&LearningfromTheorytoPractice«外语教学与学习---理论与实践»（英）马丁.韦德尔（中）刘润清高等教育出版社1995•Articles:«交际教学法问题之思考»张伊娜外语与外语教学2006No.4TheCommunicativeApproachtotheTeachingofEnglishAsAForeignLanguageJohnC.Knightley1995Backgroundorhistoricalinformation•Communicativelanguageteaching(CLT)wasproducedintheearly1970sandbecamepopularinChinaattheendof70s.交际语言教学特别注重和强调学习者的学习目的和语言运用,其重点不在语言知识上。语言运用是为交际目的服务的,这是交际语言教学的精髓(Robinson)Thecommunicativelanguageteaching•1)thepurposeofCLTistocultivatecommunicativecompetence;2)teachingcontentmustaccordwiththeneedsofthestudents;3)theteachingprocessshouldbecommunicative(Robinson)Definition•Communicativelanguageteaching(CLT),orthecommunicativeapproach,isanapproachtolanguageteachingthatemphasizesinteractionasboththemeansandtheultimategoalofstudy•Todescribealonglistofactivitiesincludingrole-play,simulations,groupworkandlanguagegamesandpuzzles.•Todevelopcommunicativecompetenceandwhichoftenaidsstudentsintheiracquisitionoftheothermorecommonlytaughtlinguisticskills.交际能力”这一概念最初是由美国社会语言学家DwellHymes提出的。他认为，交际能力不仅包括对一种语言的语言形式的理解和掌握，而且还包括对在何时何地，以什么方式对谁恰当使用语言形式进行交际的知识体系的理解和掌握。交际能力是一个复杂的概念，涉及到语言、修辞、社会、文化、心理等多种因素.Theoreticalbasisandempiricalstudies•SociallinguisticsCommunicativecompetence(Hymes)•FunctionallinguisticsThecommunicativeapproachemphasizesthemeaningoflanguageandthefunctionofcommunication.•LanguagePhilosophyThenatureofCLT----philosophicalsubjectTeachersGuide•Researcherandlearner•Groupprocessingmanager•CounselorOrganizerTheroleofteachersandstudentsandmaterialsLearnersTheemphasisisontheprocessesofcommunication,ratherthanmasteryoflanguageform.Thisleadstodifferentrolesforlearnersfromthosefoundinmoretraditionalsecondlanguageclassrooms.anegotiatoracommunicatoranindependentlearnerTheroleofinstructionalmaterialsText-basedmaterialsTask-basedmaterialsRealiaTextbooksarebasicmaterialsofCLTIntroducelanguagestructureandprovidesomeexercisesPreparecommunicativeactivitiestosupportCLT,suchas,games,roleplays,simulations,etc.Theuseof“authentic”,“from-life”materials,suchasmaps,newspapers,graphics,andmagazines.Language-basedrealia,suchascards,handbooks.Characteristicsofteachingmethod•Tocommunicatethroughinteractioninthetargetlanguage.•Theintroductionofauthentictextsintothelearningsituation.•Focusonthelearningprocessitself.•Anenhancementofthelearner’sownpersonalexperiences•Anattempttolinkclassroomlanguagelearningwithlanguageactivitiesoutsidetheclassroom.(DavidNunan1991)ProceduresofCLT•Introduce(newlanguagestructure)•Practice(howtouseit)•Produce(role-play,andstimulaterealcommunication)(Harmer)Howtouseit•Teachingtopic:adjectives•Introduce:teachersshouldintroduceclearlythestructuresandfunctionsofadjectives.•Practice:throughalotofdrills,letstudentmasterthecorrectorderofdifferentkindsofadjectivesinrealcommunication.•Produce:letstudentsplayaroleinrealsituation,suchasinLostProperty.Oneistobethefinderoflostproperty,andoneistobetheowneroflostproperty,throughdescribingthecolor,size,shapeoflostpropertytochecktheinformationoflostproperty.ThestrongpointsandweakpointsofcommunicativeapproachStrongpoints•⑴Canpromotelearners’communicativecompetenceinrealsocialsituation.•⑵Widerrangeoflanguage,motivatelearners’interest.•(3)Drawingonlearners’knowledgeandexperienceWeakpoints•⑴Difficulttotailorsyllabustostudents'needs⑵Fossilizationoflearners’errors(3)IgnoretheimportanceofgrammarandvocabularySignificanceinhistory•Communicativelanguageteachingrosetoprominenceinthe1970sandearly1980sasaresultofmanydisparatedevelopmentsinbothEuropeandtheUnitedStates.Therewasanincreaseddemandforlanguagelearning,particularlyinEuropetomeettherealsocialneedsoftheEuropeanCommonMarket.•ItwasintroducedinChinaattheendof70s,andbecamemoreandmorepopular.Thankyou