communicative-language-teaching-交际语言教学

CommunicativeLanguageTeaching（CLT)•Definition•Twotypes•Features•SixCriteria•Theadvantagesanddisadvantages•ThecharacteristicsofasuccessfulspeakingactivityDefinitionCommunicativelanguageteaching(CLT)isanapproachtotheteachingofsecondandforeignlanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage.Itisalsoreferredtoas“communicativeapproachtotheteachingofforeignlanguages”orsimplythe“communicativeapproach”.交际教学法的核心认为语言首先是一种社会交际的工具，因而主张以具体的交际功能项目如问候、邀请、作客、看病等主要线索来安排教学内容，并根据学生将来工作的实际需要来确定其培养目标的侧重面，加强针对性。Theconceptissupposedtobelanguageteachingideas,notanapproachormethod.(交际语言教学是一种教学理念,而不是一种有固定模式的教学法)TwoTypesFunctionalcommunicationactivities(功能性交际活动)Socialinteractionactivities(社会交往活动)onesaimedatdevelopingcertainlanguageskillsandfunctionsConversationanddiscussionsession,dialoguesandroleplays,simulations,skits,improvisations,anddebates1.Functionalcommunicativeactivities1.sharinginformationwithrestrictedcooperation2.Sharinginformationwithunrestrictedcooperation3.Sharingandprocessinginformation4.Processinginformation2.Socialinteractionactivities1.usingtheforeignlanguageforclassroommanagement2.usingtheforeignlanguageasateachingmedium3.conversationanddiscussionsessions4.basingdialoguesandrole-playsonschoolexperiencePrinciplesofthecommunicativeapproach1.thecommunicativeprinciple:Activitiesthatinvolverealcommunicationpromotelearning.2.thetaskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning(Johnson1982).3.themeaningfulnessprinciple:Languagethatismeaningfultothelearnersupportsthelearningprocess.Features----Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.----Theintroductionofauthentictextsintothelearningsituation(Authenticmaterialisamust,becausestudentscannotextrapolate(进行推断)totherealworldfromtheirlearningonmade-upmaterial)----Theprovisionofopportunitiesforlearnerstofocusnotonlyonlanguage,butalsoonthelearningprocessitself.----Anenhancementofthelearner'sownpersonalexperienceasimportantcontributingelementstoclassroomlearning.----AnattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroomFourConceptionsofCLTCLTislearningtocommunicateinL2.LearningtocommunicatewasanimportantattributeofCLT,andthroughthesurvey,theseteachersagreedthatthestudents’motivationtocontinuelanguagestudywasdirectlyrelatedtotheirsuccessinactuallylearningtospeakthelanguage.Also,threechallengescreatedfurthertensionsforteachersispromotingcommunicationintheL2.Theseincludesubjectmatterarticulation,lackofinstitutionalsupportandtheirlackofproficiencyintheL2CLTusesmainlyspeakingandlistening.CLTfocusonspeakingandlisteningskills.Theteachersagreedthattheinstructionofsuchskillsprecededtheteachingofstructionofsuchskillsprecededtheteachingofreadingandwriting.ThatL2acquisitionwasmostsuccessfulwhenbasedonanoralapproach,andthatstudentscouldstillbesuccessfulinlearningtocommunicateinaL2eveniftheydidnotreadwell.Theteachersdidnotattributeweakoralcompetencetoalackofobjectivemeansinteachingit.CLTinvolveslittlegrammarinstruction.QuiteafewteachersunderstoodCLTasnotinvolvinggrammar,oranytypeoflanguagestructure.Itisinterestingtonotethatpuzzlementoverissuessurroundinggrammaralsomanifesteditselfwithinanotherchallengeteachershadwithlearningstyles.Mostteachersacknowledgedthattheyhadtobeawareofstudents’learningstyles.CLTuses(timeconsuming)activities.CLTusedactivitiesthatmustbefun,andalmostallteachersadmittedthatpreparingsuchjovialactivitieswastimeintensive.However,almostallteachersreportedtheyneededmoretimetopreparematerialsforCLTactivities,whichrelateddirectlytothefactthattheseteachersperceivedthereexistedalackofgoodmaterialsincludingtextbooksforcommunicativelanguageinstruction.(1)tofacilitatethecommunicationprocessbetweenallparticipantsintheclassroom(2)toactasanindependentparticipantwithinthelearning-teachinggroupGuide•Researcher•Groupprocessingmanager•CounselorOrganizerTwomainrolesSixCriteriaforevaluatingcommunicativeclassroomactivitiesCommunicativepurposeCommunicativedesireContent,notformVarietyoflanguageNoteacherinterventionNomaterialscontrolWhatteachersandstudentsshoulddo？provideopportunitiesforactivecommunicativeinteractionamongstudentsmakelanguagelearningmeaningfulforthestudentsencouragethestudentstouseEnglishinanauthenticcontextForcommunicativeactivitiestotakeplace,theteacherneedstostartfromcontrolledstructuralactivitiestosocialproblemsolvingactivities.Tomakeactivitiescommunicative,•first,necessitymustbecreatedtoletthestudentsfeelthattheyneed,theymustandtheywanttocommunicate;•Second,unpredictabilitymustbemaintained,toensurethecommunicationofnewinformation;•Third,appropriatenessshouldbeachieved.Foreffectivecommunication,properlanguageshouldbeused,thatlanguageshouldberelevanttothesituation,tothestatusofthespeaker.TheAdvantagesandDisadvantagesofCommunicativeApproachAdvantages•Widerconsiderationsofwhatisappropriateandwhatisaccurate•Widerrangeoflanguage•Realisticandmotivatinglanguagepractice•Drawingonlearners’knowledgeandexperienceDisadvantages•Difficulttotailorsyllabu