Communicative-Language-Teaching

1、Communicative Language Teaching &Cognitive-code Method I. Communicative language teaching(CLT) Definition and Background The communicative approach is a teaching method to foreign or second language teaching The origins of the Cominunicative Language Teaching are be found in the changes in the Briti

2、sh language teaching tradition dating from the late 1900s. It emphasizes interaction as both the means and goals of learning a language The methods follows a National Syllabus and emphasizes the processes of communication to get information, and using language for social interactions Although it is

3、not the only form of communication among human beings, it is certainly the most important. English teaching is to teach the students how to communicate with each other, or to train he students good and complete language abilityto express their ideas correctly and to easily adjust themselves to every

4、 kind of social situation English teaching thus is the key point to a student/ s life As long as the CLT was introduced to China, it had been applied to language teaching immediately and gradually substitute our traditional teaching methods Basic Features of CLT There are four basic features of CLT

5、(1) It emphasis on learning to communicate through interaction in the target language (2) It emphasis the 1earners personal experience as important contribution. (3) It correct language learning to real-situation activities both outside and inside the classroom (4) It is learnet-centered and emphasi

6、s the learning precess itself. These four features clearly claimed that the CLT are very interested in the n eed and the desire as well as the communication of learners Teacher and Students Roles In the CLT, the teacher serves as more of a facilitator, allowing students to be in the charge of their

7、own learning process They served as a organizer, adviser, facilitator and participant As for the students, in CLT, students are asked to practice real-life situations. In these exercises, the goal is that the students need to coinmunicate his or her needs and thoughts without car ing about the corre

8、ct grammar and sente nee pattern So everyone ca take part in the practice actively. In stead of the listeners, students are the manager, master and participant of their own study. Classroom Activities Numerous of materials and aids can be used to support the communicative language teaching Here is t

9、he criteria for CLT. (1) communicative purpose (2) Communicative desires (3) Focus on content. not the from (4) Variety of language (5) No teacher intervention (6) No material control Activities examples： role play. Tell personal experienee and information exchange, picture stirp story, etc. In the

10、classroom of CLT often takes the form of paris ans group and it require the negotiation and cooperation between learners, activities can encourage and develop the competenee and skills Evaluation of CLT Communicative language teaching focus on the students-centered teaching practice It simulates stu

11、dents curiosity and interest in learning and they can have good opportunities to have practice in learning It ensures the results of learning process. One of the obvious benefit of this method is that the students are more responsible of their own learning than in a traditional teacher-centered clas

12、sroom Thus the relation ship between teachers and the students is interactive and harmonious. However, it still nee improving Students need of language input and practice needs the teacher to balanee. As a results, this method need more skill than other approaches Cognitive-code Method Definition an

13、d Background The cognitive-code method is an approach to foreign language teaching which is based on the belief that language learning is a process which involves active method processes and not simply the forming of habits It lays emphasis on the conscious acquisition of language as a meaningful sy

14、stem In the 1960s, the pedagogy, psychology and linguistics hand enjoyed their great development in American. As a resuIt, the cognitive-code method comes into being. And the new approach absorbed beneficial theories for itself from those developed schools This method is different from the CLT becau

15、se it focus much more on the mentai process of students Main Features There are sis main features of the cognitive-code method (1) students-centered, teacher guides and stimulate students to learn； (2) It focus on students ability of language competenee； (3) Aga inst audio Tin gual comes first, give

16、s equal importa nt in the four skills； Widely use teaching aids and materials to help in teachin； (6) Emphasis understand rather than recite； (7) Teacher can use their mother language to explain if necessary. This method emphasis the mental process of the students, and deal with the study of natures

17、 and learning of systems of knowledge. Students should have their own understand and ideas and be allowed to creat their own sentenee. Role of Teacher and Students Teacher is the facilitator and guide of classroom They stimulate students motivation and interest of learning, and guide them to find ne

18、w things or rules from practice and new materials. The n offer them opportunities, materials, situations to do exercise While students are the main part of classroom, they need to learn spontaneously and understand by heart. Classroom Activities Classroom activities must focus on students feels and opin ions. Also they can desig n activities they like. The aim of these activities is to let student learner new things from real-doing Activities examples： learner pri