Communicative-Language-Teaching-英语教学法课件

CommunicativeLanguageTeachingCommunicativeLanguageTeachinLanguageandLanguageLearningUnit1LanguageandLanguageLearningI.TheNatureofLanguageWhatislanguage?TextbookP307AppendixI.TheNatureofLanguageWhatLanguageisasystemofarbitraryvocalsymbolsusedforhumancommunication.1.Languageisasystem.2.Languageisarbitrary.3.Languageisvocal.4.Languageisforhumancommunication.Languageisasystemofarbitr

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刘润清所著

《论大学英语教学》Chapter1参见:II.ViewsonlanguageStructuralviewFunctionalviewInteractionalviewTextbookPP3-4II.ViewsonlanguageStructuraStructuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntactics.Tolearnalanguageistolearnitsvocabularyandstructuralrules.(P3)Structuralview:FerdianddeSaussure

(1857-1913)FerdianddeSaussure

(1857-191Functionalview:

Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.(P3)Functionalview:Communicative-Language-Teaching--英语教学法课件Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.(P3)Interactionalview:Yourviewoflanguagedeterminesyourwayofteaching.AttentionYourviewoflanguagedetermStructuralview–knowledge:vocabularyandgrammar(sentencepatterns)Functionalview–communicativecategories,communicativeability(tobeabletocommunicate)Interactionalview–tocommunicateappropriately(communicativestrategies,culturalawareness,etc.)Whatwillbeyourfocusinteaching?Structuralview–knowledge:voCommunicative-Language-Teaching--英语教学法课件ReflectionPleasereflectonyourmiddleschoolEnglishteachers’classroomteachingandtrytothinkabouthowtheyunderstandthenatureoflanguage.ReflectionPleasereflectonyoReferenceBooks:1.Johnson,K.AnIntroductiontoForeignLanguageLearningandTeaching.2000Chapter3.2.束定芳、庄智象的《现代外语教学—理论、实践与方法》PP193-194.3.Richards,J.&Rogers,T.S.ApproachesandMethodsinLanguageTeaching.(《语言教学路子与方法》1986)4.Howatt,A.P.R.AHistoryofEnglishLanguageTeaching.(《英语语言教学史》1984)ReferenceBooks:III.ViewsonLanguageLearningandLearninginGeneral

Whatislearning?III.ViewsonLanguageLearninBehavioristTheory(P5)CognitiveTheory(PP5-6)

3.1ViewsonLanguageLearningSecondLanguageAcquisition(SLA)BehavioristTheory(P5)Co3.1.1BehaviorismBehaviorismisanapproachtopsychologythataroseoutoftheideasofearlylearningtheoristswhoattemptedtoexplainalllearningintermsofsomeformofconditioning.3.1.1BehaviorismBehaviorismiIvanPavlov

(1849-1936)S-RIvanPavlov

(1849-1936)S-R

AnineteenthcenturyRussian

Ivan

Pavlov’s

experimentswithdogsandotheranimals

Aresponse(e.g.salivation)generatedbyonestimulus(e.g.food)canbeproducedbyintroducingasecondstimulus(e.g.abell)atthesametime.ThisisknownasS-R(Stimulus-Response)theoryorclassicalconditioning.AnineteenthcenturyRussianCommunicative-Language-Teaching--英语教学法课件B.F.Skinner

(1904-1990)S-R-RB.F.Skinner(1904-1990)S-RAmid-twentieth-centuryAmerican

B.F.

SkinnerresponsereinforcementhabitformationstimulusAmid-twentieth-centuryAmericLanguageisseenasabehaviortobetaught.Asmallpartoftheforeignlanguage,suchasastructuralpattern,ispresentedasastimulus,towhichthelearnersresponds,forexample,byrepetitionorsubstitution.Thisisfollowedbyreinforcementbytheteacher,basedon100percentsuccess.Learningalanguageisseenasacquiringasetofappropriatemechanicalhabits,anderrorsarefrowneduponasreinforcing‘badhabits’.LanguageisseenasabehaviorTheroleoftheteacheristodevelopinlearnersgoodlanguagehabits,whichisdonemainlybypatterndrills,memorizationofdialoguesorchoralrepetitionofstructuralpatterns.Audiolingualism听说法TheroleoftheteacheristoAudio-LingualMethod‘Listenandrepeat’drillingactivitiesarethemostimportantclassroomactivities.Mistakesareimmediatelycorrectedandcorrectutterancesareimmediately

praised.Audio-LingualMethod‘ListenanRepetitionDrill:Booksopen.ChorusandGroupRepetition.Askthepupilstorepeatthefollowingstatementsafteryoufirstinchorustheningroups:TEACHER:Lookatthe1stpicture.Thereisaplateonthetable.Alltogether!

Lookatthe2ndpicture.Thereissometeainthepot.Alltogether!Theremainingitemsareasfollows:3rd:acupbehindthepot.4th:somecoffeeinthecup.5th:asweetinthepacket.6th:somesugarinthebowl.……RepetitionDrill:Booksopen.Incontrasttobehaviorism,cognitivepsychologyisconcernedwiththewayinwhichthehumanmindthinksandlearns.Cognitivepsychologistsarethereforeinterestedinthementalprocessesthatareinvolvedinlearning.TextbookPP5-63.1.2CognitivetheoryIncontrasttobehaviorism,coNoamChomsky

(1928--)Thinking(creativity)InternalfactorsCognitivismNoamChomsky

(1928--)ThCognitiveviewoflanguageandlearningIfalllanguageislearnedbyimitationandrepetition,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?Languageisarule-basedsystemandwithaknowledgeofthefiniterules(languagecompetence),infinitesentencescanbeproducedCognitiveviewoflanguageandInfluenceofcognitivetheoryLearnersshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules(creativity)InfluenceofcognitivetheoryInacognitiveapproach,thelearnerisseenasanactiveparticipantinthelearningprocess,usingvariousmentalstrategiesinordertosortoutthesystemofthelanguagetobelearned.Inacognitiveapproach,thelKrashen’sFivehypotheses:1.Theacquisition-learningdistinction(Learningandacquisitionareseparateprocesses.)3.1.3SecondLanguageAcquisition(SLA)(seeJohnsonChapter6)Acquisitionreferstothenaturalassimilationoflanguagerulesthroughusinglanguageforcommunication.Krashen’sFivehypotheses:3.1Theonlyrealdifferenceisintermsoftheenvironmentsinwhichacquisitioniswhathappenswhenyougoandliveinthetarget-languagecountry,whilelearningiswhathappensinclassrooms.Learning

referstotheformalstudyoflanguagerulesandisaconsciousprocess.Theonlyrealdifferenceisin2.Thenaturalorderhypothesis

(自然顺序假说)(ThereisanaturalorderoflanguageacquisitionthatappliestoFLacquisition.)Thenaturalorder,asdefinedbyKrashen,consistsoflisteningtoagreatdealofmeaningfullanguageinput,thenspeaking,thenreadingtoagreatdealofmeaningfulinput,andthenwriting,whichisformallytaught.2.Thenaturalorderhypothesi3.Themonitorhypothesis

(监控假说)(Acquisitionismore‘important’thanlearning.Themainroleoflearningisasecondaryone:tomonitorwhatwesayandwriteintheFL.)Johnson’sbookp91.3.Themonitorhypothesis4.Theinputhypothesis

输入假说(Themostimportantthingtoprovidewithis‘comprehensibleinput’.)Comprehensibleinput:i+li–theacquirer’spresentlevelofcompetencei+l–thelevelimmediatelyfollowingiasi+l

Johnson’sbookP934.Theinputhypothesis5.Theaffectivefilterhypothesis

(情感过滤假说)

(Learnersneedtheright‘affect’foracquisitiontotakeplace.)

束定芳、庄智象PP222-223JohnsonP945.Theaffectivefilterhypoth3.2LearninginGeneralConstructivistTheorySocio-constructivistTheoryTextbookP63.2LearninginGeneralConstrRepresentativesofConstructivism

JeanPiaget

(1896–1980)RepresentativesofConstructivPiaget’sviewsandinfluenceLearningisapersonalconstructionofknowledgetobelearnedbasedonthelearner’spreviousexperience.Piaget’sviewsandinfluenceLeRepresentativesofConstructivism

JohnDeweyP6RepresentativesofConstructivDewey’sviewsandinfluenceLearningbydoingTeachingshouldbebuiltonlearners’experienceandengagelearnersinlearningactivities.Teachersneedtodesignenvironmentsandinteractwithlearners.Dewey’sviewsandinfluenceLeaRepresentativeofSocio-constructivism

LevVygotskyP6RepresentativeofSocio-constrSocial-constructivistviewsoflanguageandlanguagelearningInteractionandengagementwiththetargetlanguageinasocialcontextisimportant.ZPD—ZoneofProximalDevelopment(最近发展区)Scaffolding(脚手架)—learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearner(question&explanation)thelearners(amorecapablepeer’ssupport)Social-constructivistviewsofZoneofProximalDevelopment最近/边缘发展区Itisthetermusedtorefertothelayerofskillorknowledgewhichisjustbeyondthatwhichthelearneriscurrentlycapableofcoping.Workingtogetherwithanotherperson,eitheranadultoramorecompetentpeeratalevelthatisjustabovealearner’spresentcapabilitiesisthebestwayforthelearnertomoveintothenextlayer.ZoneofProximalDevelopment最近Children’twolevelsofintellectualdevelopmentActualdevelopmentlevel(业已达到的实际发展水平)Levelofpotentialdevelopment（潜在的发展水平）ZoneofProximalDevelopmentgapChildren’twolevelsofintellZoneofProximalDevelopment

&scaffoldingii+1ZoneofProximalDevelopment

&Scaffolding建筑支架——脚手架Scaffolding建筑支架——脚手架Thetermwasdevelopedasametaphortodescribethetypeofassistanceofferedbyateacherorpeertosupportlearning.Intheprocessofscaffolding,theteacherhelpsthestudentmasterataskoronceptthatthestudentisinitiallyunabletograspindependently.Theteacheroffersassistancewithonlythoseskillsthatarebeyondthestudent’scapability.Thetermwasdevelopedasame教学内容：高一英语Book1AUnit3GoingPlaces教学课型：听说课（warmingup,listeningandspeaking）Step1Lead-in教师搭建的是背景支架：图片、地图展示。教师用多媒体展示了一些全国或者世界闻名的旅游景点图片，从视觉刺激学生，让他们猜地点。如，看到theGreatWall图片马上说出Beijing。图片可以多样化，目的是让学生说出旅游地点，从而引发他们对旅游的兴趣。后面的听力部分填表格时，听力内容并不提及地点，但填空内容要填地点。这部分guessinggame也为听力做好铺垫。在让学生猜完导入部分的图片地点后，教师给学生提供一张中国地图，标出四个情景地点，让学生说出采取何种交通方式，并讲述理由。地图的提供使得书本的情景具体化，更能提高学生兴趣，调动他们说的欲望。教学内容：高一英语Book1AUnit3Going支架式教学教学目标

教学支架逐渐撤掉学生的操作活动逐渐增加支架式教学教学目标教学支架逐渐撤掉学生的操作活动逐渐增加Whatarethecommonviewsonlanguagelearning?BehaviorismPavlovSkinnerImitation&repetition(S-R-R)ExternalfactorsCognitivismChomskyThinking(creativity)InternalfactorsConstructivismPiagetBrunerDeweyPersonalconstructionInteractionSocial-constructivismVygotskyZPD&scaffoldingWhatarethecommonviewsonlIV.Whatarethequalitiesofagoodlanguageteacher?Peoplewithageneralcommandofaforeignlanguagecan’tteachitveryeffectively.(F)Peoplewithanexcellentcommandofaforeignlanguagewillsurelybeanexcellentlanguageteacher.

(F)IV.WhatarethequalitiesofaProfessionalqualitiesarenecessary,butonlyprofessionalqualitiesaren’tenough.ConclusionProfessionalqualitiesarenecReflectonyourownlearningexperiences.HaveyouhadanexcellentEnglishteacher?TrytoidentifyasmanyqualitiesaspossibleofyourbestEnglishteacher(s).NotedownallthequalitiesthatyouthinkareimportantforagoodEnglishteacher.TaskReflectonyourownlearningeThereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedinto3groups:ethicdevotion,professionalqualitiesandpersonalstyles(Parrot,1993)ThereareavarietyofelementWorkingroupsof4anddecidewhichadjectivesdescribeethicdevotion,whichdescribepersonalstylesandwhichdescribeprofessionalqualities.TaskTask(AdaptedfromTasksforLanguageTeachers,MartinParrot,1993)kindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflective(AdaptedfromTasksforLanguaProfessionalqualitieskindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflectiveProfessionalqualitieskindpatiEthicdevotionkindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflectiveEthicdevotionkindpatientintuiPersonalstyleskindcreativeresourcefulwell-preparedaccuratecaringdynamicpatientattentiveflexibleenthusiasticdisciplinedauthoritativewarm-heartedintuitivehumorousprofessionally-trainedhardworkingfairreflectivePersonalstyleskindpatientintuHowcanonebecomeagoodlanguageteacher?Themost

importantandmost

difficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthequalityofbeingqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledgeandability.HowcanonebecomeagoodlangWhatisteaching?Somepeoplethinkteachingisacraft,anoviceteachercanlearntheprofessionbyimitatingtheexpert’stechniques,justlikeanapprentice.Othersholdtheviewthatteachingisanappliedscience,basedonscientificknowledgeandexperimentation.Whatisteaching?SomepeopletBymakingacompromisebetweenthesetwoviews,Wallace(1991)usesa‘reflectivemodel’todemonstratethedevelopmentofprofessionalcompetence.Whatisteaching?BymakingacompromisebetweenTeacher’sprofessionaldevelopment(AdaptedfromWallace,1991:15)LanguagedevelopmentStage1Others’experienceReceivedknowledgeOwnexperiencePracticeReflectionProfessionalcompetenceStage2GoalTeacher’sprofessionaldevelopTeacher’sprofessionaldevelopment(AdaptedfromWallace,1991:15)LanguagedevelopmentStage1Others’experienceReceivedknowledgeOwnexperiencePracticeReflectionProfessionalcompetenceStage2GoalTeacher’sprofessionaldevelopTeacher’sprofessionaldevelopment(AdaptedfromWallace,1991:15)LanguagedevelopmentStage1Others’experienceReceivedknowledgeOwnexperiencePracticeReflectionProfessionalcompetenceStage2GoallearningpracticereflectionTeacher’sprofessionaldevelopThelearningstageThepurposefulpreparationthatalanguagenormallyreceivesbeforehe/shestartsthepracticeofteaching.Others’experienceReceivedknowledgeOwnexperienceLearningfromothers’experience—craft2.Learningthereceivedknowledge—‘appliedscience’knowledge3.Learningfromone’sownexperiencesasalearnerThelearningstageThepurposefThepracticestage(2senses)Pseudopractice:shortperiodoftimeassignedtodoteachingpracticeaspartofone’spre-serviceeducation,usu.underthesupervisionofinstructorsTherealclassroomteaching:whatateacherundertakesafterhe/shefinishesformaleducationThepracticestage(2senses)PThepracticestageTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing(Stanely,1999)Teachersshouldreflectontheirworknotonlyaftertheyfinishacertainperiodofpracticebutwhilethey’redoingthepracticeaswellThemostdifficultthingistokeeponreflectingonone’sworkwhenonemovesontorealclassroomteachingThepracticestageTeachersbenHomeworkReadsomereferencebooksandtrytogetasmuchinformationaspossibleaboutthehistoryofdifferentlanguageteachingapproachesandmethods.HomeworkReadsomereferencebo1.Grammar-TranslationMethod2.theDirectMethod3.theAudiolingualMethod4.SituationalLanguageTeaching5.TheNaturalApproachEnglishLanguageTeachingApproachesandMethods1.Grammar-TranslationMethod26.TotalPhysicalResponse7.TheSilentWay8.TheHumanistApproach9.Suggestopedia10.CommunityLanguageLearning6.TotalPhysicalResponse7.TQuestionsfortheNextUnit

ReadTextbookP14

QuestionsfortheNextUnitSomeReferenceBooksWiddowson,H.G.1978.TeachingLanguageasCommunication.Oxford:OUP.Littlewood,W.1981.CommunicativeLanguageTeaching—AnIntroduction.Cambridge:CUP.束定芳、庄智象.现代外语教学—理论、实践与方法.北京:外语教学与研究出版社,1996.SomeReferenceBooksWiddowson,Welcome!Welcome!Unit2Part1

CommunicativeLanguageTeachingUnit2Part1CommunicativeLaHaveyouhadyourlunch?Ifyouareateacher,howcanyouteachthefollowingsentencetoyourstudents?Warming-upQuestionHaveyouhadyourlunch?IfyouStep1

Teacherreadsthesentenceandthengetsthestudentstoreadthesentenceaftertheteacher.Step2

TeacherexplainsthemeaningandtranslatesthesentencefromEnglishintoChinese.Thetraditionalteachingsteps:Step1

ThetraditionalteachStep3

Teacherexplainsthegrammaticalstructureorrulesandtellsthe

studentstobeclearandrememberthetenseusedinthesentence“thepresentperfecttense”andtheformationofthiskindoftense(have+p.p.),andtheformofquestionandnegation(have/has+subj.;Subj.+have/has+not),andtheirabbreviation:haven’t/hasn’t.Step3

Step4

Teachergivesmoreexamplessuchas:

Haveyouhadyourbreakfast?Yes,Ihave/No,Ihaven’t.Step5

Studentsdopatterndrillsandreadtheexamplesaloudagainandagain.Step6Studentsdosomewrittenexercises.Step4

Inthisway,thestructureofthesentencewillbelearnedandremembered,andthestudentsmaybeabletocomposegrammaticallycorrectsentences,e.g.

Haveyouhadyoursupper?Yes,Ihave./No,Ihaven’t.

Inthisway,thestructureofButwhentwoChinesepeoplemeetinreallife,XiaoLisaystoLaoWang:

Haveyouhadyourlunch?Limeans(function):Aquestion:askifWanghaseatenthemealornot.Greeting:Hello.Invitation:InviteWangtoameal(Come,it’smytreat)Suggestion:Youshouldhaveyourlunch.ButwhentwoChinesepeoplemeForChinese,it’sausualinformalgreeting,andithasthesamefunctionas“Hello”.ButforEnglish,itoftenmeansaninvitation(Areyouinvitingme?)oraformalquestion(Whydoyouaskmesuchapersonalquestion?).HewillfeelconfusediftheChinesemovesawaywithoutwaitingfortheanswer.ForChinese,it’sausualinfoIncommunication,acertainsentencecanbeunderstoodverydifferentlyindifferentsituations.ConclusionIncommunication,acertainseForstudents,knowinghowtomakecorrectsentencesisonlyonepartoflanguagelearning.Inrealcommunication,itsfunctionalvaluecanbemoreimportant.Studentshavetouselanguageinrealcommunicationsoastobuilduptherelationshipbetweenthecommunicativefunctionsandthesentencestructures.Forstudents,knowinghowtomWhatarethedifferencesbetweenlanguageusedinreallifeandthetraditionallanguageteaching?Task1WhatarethedifferencesbetweLanguageuseinreallifevs.traditionalpedagogyTraditionalpedagogyLanguageuseinreallifeFocusonformsoflanguageCommunicativefunctionsoflanguageFocusononeortwolanguageskillsIntegrationofbothreceptiveskillsandproductiveskillsToisolatelanguagefromcontextLanguageisalwaysusedinacertaincontext.LanguageuseinreallifeTradWearenotteachingEnglish,butweareteachingaboutEnglish.Thisseemstoresultinthephenomenonof“dumbEnglish”inEnglishteachinginChina.WearenotteachingEnglish,bHowcanwebridgethegapbetweenthetraditionalpedagogyandlanguageuseinreallife?HowcanwebridgeOnepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreallifelanguageuseistheadoptionofcommunicativelanguageteaching(CLT).ThegoalofCLTistodevelopstudents’communicativecompetence.OnepossiblesolutiontobridgII.CommunicativeLanguageTeaching(CLT)2.1CommunicativecompetenceChomsky’sviewofcompetenceII.CommunicativeLanguageTeaChomsky’sviewofcompetenceAccordingtoChomsky,“competence”referstothetacitknowledgeoflanguagestructuresandtheabilitytousethisknowledgetounderstandandproducelanguage,thatis,theabstractgrammaticalknowledgeoflanguage.(P19)Chomsky’sviewofcompetenceAcDuringthe1970s,someBritishappliedlinguistsemphasizedthefunctionalandcommunicativepotentialoflanguage.Theneedtofocusinlanguageteachingoncommunicativeproficiency/competenceratherthanonmeremasteryofstructuresDuringthe1970s,someBritisHymes’viewofcommunicativecompetence(1979)formallypossible(grammaticallyacceptable)

语法性

understandabletohumanbeings可接受性

inlinewithsocialnorms得体性

infactdone:Dopeopleactuallyuselanguagethisway?

可操作性Hymes’viewofcommunicativecCanaleandSwain’sFourdimensionsofcommunicativecompetence(1980)

Grammaticalcompetence(语法能力)

Sociolinguisticcompetence（社会语言能力）

Discoursecompetence（语篇能力）

Strategiccompetence（策略能力）(Richards&Rodgers,1986:71)

CanaleandSwain’sFourdimensHedge’sfivemaincomponentsofcommunicativecompetence(2000)Linguisticcompetence（语言能力）

Pragmaticcompetence（语用能力）

Discoursecompetence（语篇能力）

Strategiccompetence（策略能力）

Fluency（流利性）Hedge’sfivemaincomponentsoWorkingroupsof4anddiscusshowtoimprovelearners’communicativecompetenceinlanguageteachingandlearning?DISCUSSIONWorkingroupsof4anddiscusImplicationsforteachingandlearningTeachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.(seeKeystoTask5)Implicationsforteachingand2.2TheoryofLanguageFunctionalview

Theprimaryfunctionoflanguageisforinteractionandcommunication.

Thestructureoflanguagereflectsitsfunctionalandcommunicativeuses.

Theprimaryunitsoflanguagearenotmerelyitsgrammaticalandstructuralfeatures,butcategoriesoffunctionalandcommunicativemeaningasexemplifiedindiscourse.

(Richards&Rodgers,1986:71)2.2TheoryofLanguageFunctio

Differentsituationstohearthequestion:“Whydon’tyouclosethedoor?”Task2Differentsituationstohear

“Whydon’tyouclosethedoor?”arealquestion:toaskaboutthereason.acommand:ateacherordershisstudenttoclosethedoor.acomplaint:awifeiscomplainingtoherhusbandwhoalwaysleavesthedooropen.“Whydon’tyouclosethedoDifferentwaystomakeasuggestion:tobuyablackovercoatDifferentwaystomakeaYoushouldbuyablackovercoat.Haveyouthoughtaboutbuyingablackovercoat?Ithinkyoushouldbuyablackovercoat.Don’tyouthinkit’sagoodideatobuyablackovercoat.You’dbetterbuyablackovercoat.Whydon’tyoubuyablackovercoat?Isuggestthatyoubuyablackovercoat.IfIwereyou,Iwouldbuyablackovercoat.Possiblesentences:YoushouldbuyablackovercoaImplications:Fromtheabovetaskswecanseethatonelanguageformmayexpressanumberofcommunicativefunctionsandonecommunicativefunctioncanalsobeexpressedbyavarietyoflanguageforms.Soknowingalanguageshouldincludenotonlyknowingtheformoflanguage,butalsoknowingwhattosaytowhomandhowtosayitappropriatelyinanygivensituation.

Implications:2.3TheoryofLearningthecommunicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.

thetaskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning(Johnson1982).themeaningfulnessprinciple:Languagethatismeaningfultothelearnersupportsthelearningprocess.(P20)2.3TheoryofLearningthecom2.4MajorActivityTypesofCLT

Functionalcommunicationactivities

SocialinteractionactivitiesAsequenceofactivitiesrepresentedinLittlewood(1981:86)Pre-communicativeactivitiesStructuralactivitiesQuasi-communicativeactivitiesCommunicativeactivities(PP22-23)2.4MajorActivityTypesofCLActivitiesClassificationFunctionsPre-communicativeactivitiesStructuralactivitiesPrimaryfocusonlinguisticformsQuasi-communicativeactivitiesFocusonformsplusmeaningsCommunicativeactivitiesFunctionalcommunicationactivitiesFocusonmeaningsplusformsSocialinteractionactivitiesPrimaryfocusonmeaningsMajorClassroomActivitiesActivitiesClassificationFuncti2.5SixCriteriaforevaluatingcommunicativeclassroomactivities

CommunicativepurposeCommunicativedesireContent,notformVarietyoflanguageNoteacherinterventionNomaterialscontrol2.5SixCriteriaforevaluatinPracticeActivity1

Theteacherisleadingadrill.T:Hewalkstoschooleveryday.T:Go.Ss:Hegoestoschooleveryday.T:Run.Ss:Herunstoschooleveryday.T:Jump.Ss:Hejumpstoschooleveryday.……PracticeActivity1Activity2

Theteachergivesthefirsthalfofthedialoguebyaskingaquestion:.T:WhatwereyoudoingwhenIcalledyoulastnight?(Theteacherholdsonapicturewithapersonreadingabook.)S:Iwasreadingabookwhenyoucalled.T:Oh,Isee.Whataboutyou,Mary?(TheteacherholdsanotherpicturewithapersonwatchingTV.)S:IwaswatchingTVwhenyoucalled.……Activity2Activity3

Inpairsusetheideasgivenbelowtotalkaboutyourplansforthefuture.travelaroundtheworldworkhardberichspeakasecondlanguagebefamo