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ABriefIntroductiontoCommunicativeLanguageTeachingandTask-basedLanguageTeachingTigerWhatarewegoingtodo?Languageuseinthereallifevs.traditionalpedagogyWhatiscommunicativecompetence?ImplicationsforteachingandlearningPrinciplesofCommunicativeLanguageTeachingCLTandtheteachingoflanguageskillsMainfeaturesofcommunicativeactivitiesTask-basedLanguageTeachingPPPandTBLTHowtodesigntasks?TypicallessonforPPPandTBLTAppropriatenessofCLTandTBLTintheChinesecontextLanguageuseinthereallifevs.traditionalpedagogyAkeyquestionWhatisthemaingoalofforeignlanguageteaching?---toenablestudentstousetheforeignlanguageinworkorlifewhennecessary.Soweshouldteachthatpartofthelanguagethatwillbeused(notallpartsofthelanguage);andweshouldteachlanguageinthewayitisusedintheworld.Languageuseinthereallifevs.traditionalpedagogyButisitwhathappenedinourforeignlanguageteachingclassroom?Languageuseinthereallifevs.traditionalpedagogyInteractionPatternsLookatthefollowinginteractionpatterns1.ABonepersonspeakstoanother2.ABonepersonspeakstotwoothersC3.ABonepersonspeakstoseveralothersCD4.ABtwopeoplespeakstoeachother5.ABthreeormorepeoplespeaktoeachotherCDNowthinkbackoveryourdayformthemomentyougotup,butignorethetimeyouspentlearningintheclassroom.Foreverytimeyouspokeorengagedinconversationwithanyone,decidewhichoftheaboveinteractionpatternsappliestoyourcommunication.Whenyougotup/finishedyourbreakfast/leftdormitory/wentintocanteen/……Whatdidyoufindwasthemostcommoninteractionpatterninyourday?Wasit4or5?Howmanytimesdidyouexperience1,2,and3?Nowthinkbackoveryourlastlesson,whatwasthemostcommoninteractionpattern?Doesthispatternreflectreal-lifecommunication?Areyoureallylearningtocommunicate(thatmeansspeakingandlistening)witheachotherinEnglish?Languageuseinthereallifevs.traditionalpedagogyTraditionalTeachingProceduresWhatarethetraditionalteachingproceduresinanEnglishlesson?Stage1Thestudentsreadaloudthenewwordsandexpressionsbyimitatingtheirteacher.Theteachertriestohelpthemrememberthemeaningofeachwordbyreadingitmechanicallyagainandagain.Stage2Thestudentsreadthepatterndillsaloudinthesamewayastheydidwiththenewwordsforthesamepurpose,andthentranslatethemonebyoneintoChinese.Stage3Theteacherthenbeginstodealwiththetext,sentencebysentenceandparagraphbyparagraph:explainingthelanguagepoints,dwellinguponthegrammarrules,analyzingthesentences,providingtheChineseequivalents,givingtheexamplestodemonstratetheusageofcertainwordsandexpressions.Stage4Theteacherteachesgrammarrules.Theteacherexplainsandillustratesthembypointingtoexamplesinthetextorbytakingexamplesfromdictionariesorgrammarbooks.Stage5Studentsdothewrittenexercises,suchasfillingintheblankswiththecorrectformsoftheverbs,adverbs,orprepositions,ortheydomultiple-choiceexercises.Languageuseinthereallifevs.traditionalpedagogyCharacteristicsWhatarethecharacteristicsoftraditionalpedagogy?---presentsandpracticesonlythestructuresofthelanguage---languageitemsarepracticedseveraltimesinordertoestablishthestructuresinthememoriesofthestudents---studentseventuallyacquiretheabilitytostoreintheirmindisolatedwords;tolearnandapplygrammarrules;andtocomposegrammaticallycorrectsentencesLanguageuseinthereallifevs.traditionalpedagogyDifferencesWhatarethedifferencesbetweenlanguageuseinreallifeandlanguagelearnedunderthetraditionalpedagogy?1.communicativefunctionsvs.languageforms2.alllanguageskillsusedvs.oneortwofocused3.context-basedvs.isolationoflanguagefromcontextCLT&TBLTWhyareCLTandTBLTsopopularinChina?---itcanpartiallysolvetheproblemsthatexistedinforeignlanguageteachinginChina.WhatarethegoalofCLT?---todevelopstudents’communicativecompetence.Whatiscommunicativecompetence?Whatiscommunicativecompetence?ThreeExamplesExample1Imagineyouwantthewindowopened,howwouldyouaskthefollowingpeopletodoit?▲yourchild▲yourteacher▲astrangeronatrain▲yourfriendDidyouusethesameexpressioneachtimeordidyouusedifferentformsandaddresspeopledifferently?InEnglishtheymightbe:▲John,openthewindowfordad.▲Sir,doyouthinkwecouldhavethewindowopen,please?▲Excuseme,wouldyoumindopeningthewindow?▲Mary,couldyouopenthewindow,please?Acommunicativefunctioncouldbeexpressedbymanydifferentforms.Whatiscommunicativecompetence?Example2Lookattheexpression‘Isthereanymoretea?’,whatfunctioncouldithave?▲Ifyouaretheguest,you…▲Ifyouarethehost,you…▲Ifyouarewritingashoppinglist,you…▲Ifyouareintheshopandthereonlyonepacketofteaontheshelf,you…▲Ifyouaretheguest,youcouldbeaskingforyourteatobetoppedup.=MayIhavesomemore,please?▲Ifyouarethehost,youmightbeaskingtheguesttocheckthetea-potsothatyoucanfillitupifnecessary.=ShallImakesomemore?▲Ifyouarewritingashoppinglist,youmightbeaskingyourhusbandorwifeifyouneedtobuymoretea.=DoIneedtobuymore?▲Ifyouareintheshopandthereonlyonepacketofteaontheshelf,youmightbeaskingtheshopkeeperifthereareanymore,becauseyouwanttobuytwopackets.=Iwanttobuysomemore.OnelanguageformcanhavemanyfunctionsWhatiscommunicativecompetence?Example3WhentwoChinesepeoplemeet,AsaystoB:“Haveyouhadyourlunch?”1.WhatdoesAwanttodobysayingthis?a)AgenuinelywantstoknowifBhaseatenthemeal.Itisaquestionforinf
本文标题:CLT & TBLT
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