Unit-2-Communicative-Principles-and-Taskbased-Lang

EricUnit2CommunicativePrinciplesandTask-basedLanguageTeachingTerms:•Teachingmethodology=teachingpedagogy•CLT=CommunicativeLanguageTeaching•TBLT=Task-basedLanguageTeaching•PPP=Presentation,PracticeandProduction•Five-stepteachingmethod=revision,presentation,practice,productionandconsolidationAimsoftheunit•1.Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?•2.Whatiscommunicativecompetence?•3.WhataretheimplicationsofCLTtoteachingandlearning?•4.Whatarethemainfeaturesofcommunicativeactivities?•5.WhatisTask-basedLanguageTeaching?•6.HowisTask-basedLanguageTeachingdifferentfromPPP?•7.AretherelimitationsofCLTandTBLT?•Haveyouhadyourlunch?•Thetraditionalteachingsteps:•Step1Teacher:Readthesentence,andthengetthestudentstoreadthesentenceaftertheteacher.•Step2Teacher:ExplainthemeaningandtranslatethesentenceintoChinese.•Step3Teacher:Explainthegrammaticalstructureorrulesandtellthestudentstobeclearandrememberthetenseusedinthesentence:Thepresentperfecttense,andtheformationofthiskindoftense(have+p.p),andtheformofquestionandnegation(Have/has+subj.;Subj.+have/has+not),andtheirabbreviation:haven’t/hasn’t.•Step4Teacher:givemoreexamples,suchas:•Haveyouhadyourbreakfast?•Answer:Yes,Ihave/No,Ihaven’t•Step5Students:dopatterndrills--readtheexamplesaloudagainandagain.•Step6Students:Dosomewrittenexercises.•Inthisway,thestructureofthesentencewillbelearnedandremembered,andsomeofthestudentsmaybeabletocomposegrammaticallycorrectsentences,e.g.•Haveyouhadyourlunch?•Yes,Ihave./NoIhaven’t.•ButwhentwoChinesepeoplemeetinreallife,XiaoLisaystoLaoWang:•Haveyouhadyourlunch?Meaning?•Limeans(function):•Aquestion:askifWanghaseatenthemealornot.•Greeting:Hello.•Invitation:InviteWangtoameal(Come,it’smytreat)•Suggestion:Youshouldhaveyourlunch.•Soincommunication,acertainsentencecanbeunderstoodverydifferentlyindifferentsituations.•Forstudents,knowinghowtomakecorrectsentencesisonlyonepartoflanguagelearning.Inrealcommunication,itsfunctionalvaluecanbemoreimportant.Studentshavetouselanguageinrealcommunicationsoastobuilduptherelationshipbetweenthecommunicativefunctionsandthesentencestructure.2.1Languageusedinreallifevs.traditionalpedagogy•Task1InreallifeInclassroomHowislanguageused/taught?Whatpartsoflanguageareused/taught?ThroughlisteningandimitatingThroughmakingmistakesandcorrectingthemThroughlistening,reading,teacher’sexplanation,drills,exercises,practiceSounds,words,sentences,grammar(Forms)listeningspeaking,readingandwriting(allskills)Forms:Sounds,words,sentences,grammarSomeskills:listeningandwritingHowtopassexams.Differences•Reallifelearningfocuseson:•●Communicativefunctions•●Allskills•●Certaincontext•Traditionalpedagogyfocuseson:•●focusonformratherthanonfunctions•●focusononeortwoskillsandignoretheothers•●Isolatelanguagefromcontext•Onepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreallifeuseistheadoptionofcommunicativelanguageteaching(CLT).•ThegoalofCLTistodevelopstudents’communicativecompetence.2.2Whatiscommunicativecompetence?Task2•Whatdoesthesentence“Whydon’tyouclosethedoor?”meanindifferentsituations?•1.arealquestion:toaskaboutthereason.•2.acommand:ateacherorderhisstudenttoclosethedoor.•3.acomplaint:awifeiscomplainingtoherhusbandwhoalwaysleavesthedooropen.Task3suggestthatsomeonebuyablackovercoat.•Possiblesentences:•Youshouldbuyablackovercoat.•Haveyouthoughtaboutbuyingablackovercoat?•Ithinkyoushouldbuyablackovercoat•Don’tyouthinkit’sagoodideatobuyablackovercoat•You’dbetterbuyablackovercoat•Whydon’tyoubuyablackovercoat•Isuggestthatyoubuyablackovercoat•IfIwereyou,Iwouldbuyablackovercoat•Fromthetaskswecanseethatonelanguageformmayexpressanumberofcommunicativefunctionsandonecommunicativefunctioncanalsobeexpressedbyavarietyoflanguageforms.•SoCommunicativeCompetenceshouldincludenotonlytheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.•Hedge’sfivecomponentsofcommunicativecompetence:•Linguisticcompetence语言能力•Pragmaticcompetence语用能力•Discoursecompetence语篇能力•Strategiccompetence交际策略•Fluency流利度(Hedge2000)•Ingeneral,communicativecompetenceincludes:theknowledgeaboutlanguageandtheknowledgeabouthowtousethelanguageappropriatelyinrealcommunicationsituations.•Inbrief,communicativecompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.2.3Implicationsforteachingandlearning:•Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.•(seeKeytoTask5P308-309)2.4Principlesofcommunicativelanguageteaching(CLT)•1).communicationprinciple(haveapurposetocommunicate)•2).taskprinciple(haveadesiretouselanguage)•3).meaningfulnessprinciple(havemeaningtosupportlearningprocessandencouragelearners)(RichardsandRodgers1986)2.5CLTandteachingoflanguageskills•InCLT,theteachingoflanguageskillsshouldinclude:•languagecontent(toincorporatefunctions),•learningprocess(cognitivestyleandinformationprocessing)•Product(languageskills)2.6SomemainfeaturesofcommunicativeactivitiesThesixcriterianotes1.CommunicativepurposeAneedtoknowsomething.---‘aninformationgap’2.CommunicativedesireAneed