Communicative,Language,Teaching交际语言教学法

[Communicative,Language,Teaching]交际语言教学法Abstract:AslongastheCommunicativeLanguageTeachingwasintroducedintoChina,ithadbeenappliedtolanguageteachingimmediatelyandgraduallysubsituteforourtraditionalteachingmethods.Thispassagefirstintroducethedefinition,characteristicsofcommunicativelanguageteaching,thengoontodealwiththenewrolesstudentsandteachersshouldactinthisteachingapproachandlistsomeusefulclassactivitiesthatmayutilizeintheteachingprocess.Atlast,thepassagealsogivesomecommentsonthisnewapproach.<br/>KeyWords:communicativelanguageteaching,theroleofteachersandstudents,classactivities,evaluations<br/>摘要：交际教学法把英语的交际能力作为英语教学的最终目的，提倡通过交际来学习外语，强调培养学生的英语交际能力。随着交际法英语教学引入我国以来，它已经逐渐取代传统的英语教学模式并受到越来越多的关注。本文第一章介绍交际教学法的定义及特点。第二章及第三章着重介绍教师及学生在交际教学法中的角色转变及有效的课堂活动。第四章为结论部分，对交际教学法的效果及作用做由了一些评价。<br/>关键词：交际法英语教学师生角色课堂活动<br/>［中图分类号］:G424,21［文献标识码］:A［文章编号］:1002-2139(20__)-20-0084-02<br/><br/>ChapterOneBackgroundInformationandDefinitionofCLT<br/>1.1DefinitionofCLT<br/>CommunicativeLanguageTeachingisanapproachtotheteachingofsecondandforeignlanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage.<br/>1.2BasicFeaturesofCLT<br/>DavidNunan(1991:279)listsfivebasiccharacteristicsofCommunicativeLanguageTeaching:<br/>(1)Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.<br/>(2)Theintroductionofauthentictextsintothelearningsituation.<br/>(3)Theprovisionofopportunitiesforlearnerstofocus,notonlyonthelanguagebutalsoonthelearningprocessitself.<br/>(4)Anenhancementofthelearner"sownpersonalexperiencesasimportantcontributing<br/>(5)Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.<br/>ChapterTwoTheRolesofTeachersandLearnersintheClassroom<br/>2.1TheRoleoftheTeachers<br/>Communicativelanguageteachingisthegenerallyacceptednorminthefieldofsecondlanguageteaching.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.<br/>2.1.1Organizer<br/>Inthecommunicativelanguageteaching,theteachershouldorganizethecommunicativeactivities,duringwhichthestudentscanhaveinteractionsaccordingtothetopics.Consequently,atthebeginningofeachclass,theteachershoulddesignvariouscommunicativeactivitiesthatcanarousestudents'interests.<br/>2.2.2Adviser<br/>Duringtheclassroomcommunicativeactivities,thestudentsmayencounterdifferentkindsofexpressingdifficulties,orsometimesevencannotcontinuetheirconversationduetothelimitsoftheirlanguageskillsorlackofcertainknowledge.Whenthishappened,theteachershouldhelpthestudentseitherbygivingthemthedirectexpressingorinspirethemtoexpresstheirideasinanotherway.<br/>2.2.3FacilitatorandParticipant<br/>BreenandCandlinpointedoutthatincommunicativelanguageteaching,therearetwoimportantrolestheteachershouldactas.Thefirstroleistofacilitatethecommunicationprocessbetweenallparticipantsintheclassroom,andbetweentheseparticipantsandthevariousactivitiesandtexts.Thesecondroleistoactasanindependentparticipantwithinthelearning-teachinggroup.Thelatterroleiscloselyrelatedtotheobjectivesofthefirstroleandarisesfromit.<br/>2.2TheRoleoftheStudents<br/>InCLT,studentspracticereal-lifesituations.Intheseexercises,thegoalisforthestudenttocommunicatehisorherneedsandthoughts,withoutworryingabouthavingperfectgrammar.Consequently,ininteractiveclassroomteaching,studentscanactasthemaster,cooperatorandrespondentintheclassroomteaching

activities.<br/>2.2.1Manager<br/>InCLT,activities.<br/>2.2.1Manager<br/>InCLT,theclassroomislikeapublicplace;everystudentcanhaveadiscussiononacertaintopicormakearoleplayaccordingtoonesituation.CLTcangivestudentsaccesstoachanceoffreelearning.Inthiskindofclass,thelearningandcommunicatingofstudentsbecomeanactiveandmeaningfulprocess.<br/>2.2.2Participant<br/>Duringtheprocessofcommunicativeactivities,studentslearnanduselanguagebydiscussing,communicatingandcooperating.Thatmeans,thelanguagelearningdependsonthecooperationwithotherstudents.One'sexpressionordiscussioncanhaveaninfluenceonothersaswellasbeinginspiredbyothers.Thus,thewholeprocessoflearningalanguageisalsothecourseofcooperation.<br/>ChapterThreeClassroomActivitiesinCLT<br/>Awildvarietyofmaterialscanbeusedtosupportcommunicativeapproachestolanguageteaching.Thefollowingsaresomemethodswecanutilizeduringthecommunicativelanguageteaching.<br/>3.1Scrambledsentences<br/>Thestudentsaregivenapassageinwhichthesentencesareinascrambledorder.Thismaybeapassagetheyhaveworkedwithoronetheyhavenotseenbefore.Theyaretoldtounscramblethesentencessothatthesentencesarerestoredtotheiroriginalorder.Thistypeofexerciseteachesstudentsaboutthecohesionandcoherencepropertiesoflanguage.<br/>3.2Picturestripstory<br/>Manyactivitiescanbedonewithpicturestripstories.Intheactivity,onestudentinasmallgroupcanbegivenastripstory.Heshowsthefirstpictureofthestorytotheothermembersofhisgroupandasksthemtopredictwhatthesecondpicturewouldlooklike.Aninformationgapexists-thestudentsinthegroupsdonotknowwhatthepicturecontained.Theyhaveachoiceastowhattheirpredictionwouldbeandhowtheywouldwordit.<br/>3.3Roleplay<br/>RoleplaysareveryimportantinCLTbecausetheygivestudentsanopportunitytopracticecommunicatingindifferentsocialcontextsandindifferentsocialroles.Roleplayscanbesetupsothattheyareverystructuredorinalessstructuredway.ThelatterismoreinkeepingwithCLT,ofcourse,becauseitgivesthestudentsmoreofachoice.<br/>ChapterFourEvaluationsofCLT<br/>CommunicativeLanguageTeachingfocusonstudentcenteredteachingpractice.Itsimulatesvarioussituationsaccordingtoreallife,providesopportunitiesforstudentstocommunicatewitheachother.<br/>4.1TheAdvantagesofCLT<br/>TheinteractionbetweenteachersandstudentsaregreatlyenhancedinCLT.OneoftheobviouscharacteristicofCLTisthatthestudentsaremoreresponsibleoftheirownlearningthaninatraditionalteacher-centeredclassroom.Therelationshipbetweenstudentsandteachersisinteractiveandharmonious.<br/>ComminicativelanguageteachingisanewapproachinChina,itemphasizesonthecommunicativecompetenceandcanstimulatestudentsinterestmorethantraditionalteachingmethods.However,italsohassomeshortcomings.<br/>4.2ThedisadvantagesofCLT<br/>OverdoingcertainCLTfeatures,forexampleengaginginreal-lifeauthenticlanguagetotheexclusionofhelpfuldevicessuchascontrolledpractice,orviceversa.Moderationisneededincombinationwithcommonsenseandabalancedapproach.<br/>Conclusion<br/>InpresentEnglishteachinginChina,CommunicativeApproachisawidelyspreadteachingmethod,butitstillneedsimproving.Students"needoflanguageinputandpracticeofl