交际法PPT教学文稿.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,Communicative Language Teaching Approach,Outline,Background,Theoretical basis,Design,Procedure,The advantages and disadvantages of communicative approach,ThesituationoftheapplicationandresearchofCAinChina,Conclusion,The background of the CLT,The origins of Communicative Approach are to be found in the changes in the British teaching tradition,dating from the late 1960s.,American linguistits:structural linguistic theory,British linguistits:the functionnal and communicative potential of language;focus in language teaching on communicative proficiency rather than merely master the structures.,Changing educational realities in Europe:increasing independence of European countries,the need for the greater efforts to teach adults the major languages of European Common Market,the council of Europe.,In the mid-1970s the scopes of communicative language teaching has expanded both American and british proponents and it was regarded as an approach aiming to make communicative competence the goal of language and develop procedures for teaching of the four language skills that acknowledge the interdependence of language and communication.,Theoretical Basis,Theory of language,(a)Hymescommunication compentence,(b)Hilldays functional account of language use,(c)Henry widdowson,Canale and Swain:,Four dimensions of communicative competence:,Grammatical competence,语法能力,Sociolinguistic competence,社会语言能力,Discourse competence,话语能力,Strategic competence,策略能力,Theory of Learning,(a)Communication principle,(b)Stephen Krashen:acquisition vs learning,(c)Johnson and Littlewood:a skill-learning model of learning,(a)Communication principle,communication principle,:,activities that involve real communication promote learning.,task principle,:activities in which language is used for carrying out meaningful tasks promote learning.(Johnson 1982),meaningfulness principle,:language that is meaningful to the learner supports the learning process.,(b)Stephen Krashen:acquisition VS learning,Acquisition,:refers to the unconscious development of the target-language system as a result of using the language for real communication.,Learning,:is the conscious representation of grammatical knowledge that has resulted from instruction,and it cannot lead to acquisition.,Krashen and other second language theorists typically stress that language learning comes about through using language communicatively,rather than through practicing language skills,.,(c)Johnson and Littlewood:a skill-learning model of learning,According to this theory,the acquisition of communicative competence in a language is an example of skill development.This involves two aspects:,the cognitive aspect,:involves the internalization of plans for creating appropriate behavior.For language use,these plans derive mainly from the language system they include grammatical rules,procedures for selecting vocabulary,and social conventions governing speech.,the behavioral aspect,:involves the automation of these plans so that they can be converted into fluent performance in real time.This occurs mainly through practice in converting plans into performance.(littlewood 1984:74),Design,Design in CLTObjective,The syllabus,Learner roles,Teacher roles,The role of instructional materials,Design,Objective,The objective of CLT is to develop students,communicative competence,which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.,Five components of communicative competence,Syllabus,1.structures plus functions,(,结构公式 加功能式,),Wilkins(1976),2.functional spiral around a structural core,（,以结构为核心的螺旋上升式,),）,Brumfit(1980),3.structural,functional,instrumental,（结构，功能，工具式）,Allen(1980),4.functional,（功能式）,Jupp and Hodlin1975),5.notional,（意念式）,Wilkins(1976),Type,Reference,6.interactional Widdowson(1979),7.task-based Prabhu(1983),8.Learner generated Candlin(1976),Henner-Stanchina and Riley,（,1978,）,Learner roles,The role of learner as,negotiator,.(Breen and Candlin),Learner works in small group and pairs to complete the tasks cooperatively.,Learner s should contribute as much as he gains,and thereby learn in an interdependent way.,Teacher roles,Two main roles:,1.to facilitate the communication process,2.to act as an independent participant within the learning-teaching process,Other roles,：,An organizer,a guidea researcher and learner,analyst,counselor,group process manager,The role of instructional materials,Practitioners of CLT view,material,as a way of,influencing the quality,of classroom interaction and language use.,Three kinds,of materials currently used in CLT:,text-based materials,:,textbooks designed to direct and support CLT.,Some representative textbooks:,Communicate(1979),Marrow and Johnson,Pair Work(1981),Watcyn-Jones,English Language Syllabus(1975),task-based materials:,A variety of games,role plays,simulations,and task-based communicative activities have been prepared to support CLT classes,.,realia,（,实观教具,）,:,Objects and material from everyday life used as teaching aids,such as signs,magazines,advertisements,newspaper,graphic and visual sources,.,Procedure,Procedure,Communicative language teaching uses almost any activity that engages learners in authentic communication.So,the description of typical classroom procedures used in a lesson based on CLT principles is not feasible.,Neither the activities or the ways of CLT procedures are exclusive to ClT classroom.,CLT procedures are evolutionary rather than revolutionary.,Example:,A lesson outline for teaching the function making a suggestion offered by Finocchiaro and Brumfit on P170,The methodological procedures underlying these texts reflect a sequence of activities represented in Littlewood(1981:86)as follow:,Pre-communicative activities,Structural activities,Quasi-communicative activities,Communicative activities,Functional communication activities,Social interaction activities,(1),Pre-communicative activities,Intended to prepare learners for communicative activities:drilling,modeling and repetitions,focused strctural dialogues,controlled role plays:using clues or prompts for practices.,a.Structural activities,Mainly focus on form and accuracy.Students attention is forced to certain structures or functions.,b.Quasi-communicative activities,Focus more on meaning and communication.Teacher still have some control over the language which students are expected to produce but they have more room for their production.,(2)Communicative activities,a.Functional communication activities,Identifying pictures,Discovering identical pairs,Discovering sequences of locations,Communicating patterns and pictures,Communiative models,Following directons,Reconstructing story-sequence,Pooling information to solve a problem,b.Social interaction activities,Role-playing through cued dialogues,Role-playing through cues and information,Role-playing through situation and goals,Role-playing through debate or discussion,Large-scale simulation activities Improvisation,The points needed to pay attention to:,Listening and speaking:,a.,Redefined in terms of the real communicative use.,b.Listening is viewed not only as the counterpart of speaking,but as an independent skill with its own objectvities.,c.Students should have the chance to listen to and produce what is meaningful,authentic,unpredictable,and creative.,Reading,Redefined to focus on the purpose of reading.,In CLT,reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate such a process.,In CLT with different reading purposes,students use different skills,such as skimming,scanning,etc.,Writing,Finally,in CLT,the writing skill has been expanded to focus on its communicative goals as well.,Students should have the chance to write to express their own feelings or describe their own experiences,thus making the practice of writing meaningful and authentic.,The Advantages and Disadvantages of the Communicative Language Teaching,Advantages,1)Develop students communicative competence.,2)Make language learning significant for students as the goal setting in line with students real needs.,3)Stimulate students to use English interacting with others in authentic context.,4)Enhance the relationship between the teacher and the students,Disadvantages,1),H,igh requirements for the teachers.,a.,The teachers need to renew their teaching conceptions.,b.,The teachers should armed with varied knowledge and not confined in his own filed.,c.The teachers should observe students psychological changes and avoid the emergence of negative emotions.,d.The teacher should use appropriate teaching methods and approaches to enlist students enthusiasm and interest.,2)Difficulties in finding an ideal and practical instruction materials,3)More emphasis were laid on spoken language,but both spoken and written are medium for language learning.,Meanwhile the Grammar seems to be neglected as considering that the communication takes place without presence of the form.,4,)Fossilization of learners,In communicative teaching approach,the fluency highly emphasized than accuracy of using target language.,However,this theory is distorted by some teachers,they consider that the mastery of language is by continuous communication practice and they unconsciously interprets he language knowledge and not instant take some action to correct learners errors in their teaching activities.So,it may reinforce learners errors.,The Situation of the Application and Research of Communicative Approach in China,The Application of Commuicative Approach in China,At the beginning of 1986,China Central Television(CCTV)began to broadcast Follow Me to the nation,using the communicative approach principle to write English teaching material-Follow me,to show the actual use of language in communicative field.,Especially since 1986,according to the current conditions of our country,the State Education Commission organize to revise and formulate the Syllabus-,Full-time Middle School English Teaching Syllabus,and,College English Teaching Syllabus,（,全日制中学英语大纲,和,大学英语教学大纲,）,.The common features are to emphasize the cultivation of the ability to use language to communicate for students.,The Application of Commuicative Approach in China,Researchers tested the teaching system:Context-Structure-Enlightenment-Communication in North China.,Researchers explored the teaching method:Cognition-Acquisition-communication in Central China.,The Application of Commuicative Approach in China:Some positive attempts,2025/2/15 周六,In late 1970s,CA was first introduced into China and started to influence the foreigh language teaching of our country even since.,At the very beginning,CA was adopted by college teachers in teaching English major students,but the reward was little.,Then it was applied in the students who were going abroad,and failed either.,At that time,many scholars have tried to introduce CA to China,including Candlin and Hu Wenzhong.Furthermore,Sun Li and X,i,n Bin discussed about CA in their repective theses.Shi Baohui also did some research about the relationship between CA and its actual application.Unfortunately,none of them managed to introduce CA systemetically and synthetically.They just expressed their own opinions on certain aspect,therefore,people have a great deal of confusion.,The Research of Commuicative Approach in China,2025/2/15 周六,In re,c,ent years,CA has won some acclaim,but problems still exist.Some scholars do much reseach and empirical studies and propose some suggestions to make CA meet the demands in Chinese context.For example,Guanyi(1989)raised the idea to integrate CA with traditional method to make them supplement each other.Kuang(2001)sug,g,ests that CA should be synthesized with multi-media teaching method.On the whole,all the studies have contributed to the application of CA in China and i,m,p,r,oved the current situation of ELT as well.,The Research of Commuicative Approach in China,Conclusion,Conclusion,CLT is best considered an approach than a method.Theoretically,it can help to improve students language skills through different activities.,Because of gret contextual differences,none of the published western teching methods could be directed applied in Chinas English teaching context.Teaching situations with China also maintain diversities.,So for teachers,the best thing to do is to develop ones own teaching methods based on the context where one teaches and integrates the merits of different methodologies to serve the purpose of ones teching objectives and the needs of ones students.,Thank you!,