英语教学法之Communicative-Language-Teaching-Approach

CommunicativeLanguageTeachingApproachGroupMembers:薛爱华陈晓莉冯广巧张丽丽李爽BackgroundOrigins:changesintheBritishlanguageteachingtraditiondatingfromthelate1960sBritishappliedlinguistsbegantocallintoquestionthetheoreticalassumptionsunderlyingSituationalLanguageTeachingNoamChomsky:SyntacticStructures(1957)currentstandardstructuraltheoriesoflanguage---incapabletoaccountthecreativitiyanduniquenessofindividualsentencesBritishappliedlinguists:emphasizeonthefunctionalandcommunicativepotentialoflanguageE.g.ChristopherCandlinandHenryWiddowson:Britishfunctionallinguists;Americanworkinsociolinguistics;workinphilosophyChangingeducationalrealitiesinEuropeinterdependenceofEuropeancountries;learningofthemajorlanguagesofECM;promotinglanguageeducation;formationoftheInternationalAssociationofAppliedLinguistics1971:agroupofexperts,developlanguagecoursesonaunit-creditsystem1972:Wilkins,afunctionalorcommunicativedefinitionoflanguageTwotypesofmeaningbehindthecommunicativeuseoflanguage:notionalcategoriesandcategoriesofcommunicativefunctionNotionalSyllabus:asignificantimpactonthedevelopmentofCommunicativeLanguageTeaching---usedbytheCouncilofEuropeforafirst-levelcommunicativelanguagesyllabusAimsoftheapproach:(a)makecommunicativecompetencethegoaloflanguageteaching;(b)procedurestoteachfourskillsthatacknowledgetheinterdependenceoflanguageandcommunicationFeatures:comprehensiveness;noauthoritativemodel;differentpeoplehavedifferentinterpretationswithdirectpracticeofcommunicativeactsasthecoreHowattDistinguishbetweenastrongandweakversionofCLTWeakversion:learningtouseStrongversion:usingEnglishtolearnitFocusoncommunicativeandcontextualfactorsinlanguageuse:antecedent---anthropogistBronislawMalinowskiandlinguistJohnFirthLearner-centeredandexperience-basedviewofsecondlanguageteaching:antecedent---animportantAmericannationalcurriculumcommissioninthe1930sTheoryoflanguageStartsfromatheoryoflanguageascommunicationHymes’theoryofcommunicativecompetenceTherearerulesofusewithoutwhichtherulesofgrammarwouldbeuseless.(DellHymes1972)Halliday’sfunctionalaccountoflanguageuseHenryWiddowson:aviewoftherelationshipbetweenlinguisticsystemsandtheircommunicativevaluesintextanddiscourseCanaleandSwain:fourdimensionsofcommunicativecompetence---grammaticalcompetence,sociolinguisticcompetence,discoursecompetence,strategiccompetenceAttheleveloflanguagetheory,CLThasarich,ifsomewhateclectic,theorecticalbase.Somecharacteristicsofthecommunicativeviewoflanguagep71TheoryofLearningCommunicationprincipleTaskprincipleMeaningfulnessprincipleRecently,sometheoriesoflanguagelearningprocessesthatarecompatiblewiththecommunicativeapproachE.g.Krashen:acqusitionvs.learninglanguagelearningcomesaboutthroughusiinglanguagecommunicativlyJohnsonandLittlewood:skill-learningmodeloflearning----cognitiveaspectandbehaviouralaspectOrganizationalprinciplesConsidering:(1)acommunicativeviewoflanguagecanhelptheteachertomakethelinguisticcontentofacoursemorerelevanttolearners’needd;(2)acommunicativeviewoflanguagecanprovidetheteacherwithalternativewaysoforganizingthiscontentintoteachingunitsOrganizationalprinciples(1)Choosingcourse-contenteg,“Mygrandmother’seartrumpethasbeenstruckbylightening.”(illustrationofpassiveconstruction)1.neednotabandontheuseofstructrualcriteriaforselectionandsequencing2.giveprioritytothosewhichoffergreatestvalueinwidenningthelearners’communicativerepertoire3.Introducestructureswhichreflecttopicslearnerswanttotalkabout4.RelatelanguagepracticetocommunicativefunctionsdrawadistinctionbetweenliguisticformslearnersshouldmasterforproductiveuseandthosetheyneedonlyrecogniseforcomprehensionOrganizationalprinciples(2)organizingcourse-content1.functional-structualorganisation:StartingStrategies2.Functionalorganisation:FunctionsofEnglish3.Notionalorganisation:VitalEnglish,NotionsinEnglsih4.Topic-basedorganisation:EnglishTopics5.othersYaldenTypeReference1.StructuresplusfunctionsWilkins2.FunctionalspiralaroundastructuralcoreBrumfit3.Structural,functional,instrumentalAllen4.FunctionalJuppandHodlin5.NotionalWilkins6.InteractionalWiddowson7.task-basedPrabhu8.LearnergeneratedCandlin,Henner-StanchinaandRileyOrganizationalprinciples:ThresholdlevelEnglishvanEkandAlexandersituations,languageactivities,functions,topics,notions,etc.Weaknessofnotional-functionalsyllabus(Widdowson)onlyaverypartialandimprecisedescriptionofcertainsemanticandpragmaticrules…itisdiscoursewhichmustbeatthecenterofourattention.DiscussionSyllabusshould:1.beabolishedaltogetherinitsacceptedforms,becauseonlylearnerscanbefullyawareoftheirownneeds,communicativeresouces,anddesiredlearningpaceandpath,soeachlearnermustcreateaperonalsyllabus2.grammaticallybasedaroundwhichnotions,functions,andcommunicationalactivitiesaregroupedProcedureTraditionalproceduresarenotrejectedbutarereinterpretedandextendedFinocchinaroandBrumfitLittlewoodpre-communicaiveactivitiescommunicativeactivitiesStructualactivitiesQuasi-communicativeactivitiesFunctionalcommunicationactivitiesSocialinteractionactivitiesFinocchinaroandBrumfitCLTproce