英语教学法教程unit

中学英语教学法

Unit2

Communicative

PrinciplesandActivities主讲教师：陈道明（华南师范大学外文学院）CommunicativeLanguageTeaching(CLT)

Topicstofocuson:Languageuseinreallifev.s.traditionalpedagogy;Communicativecompetence;Theimplementationoflanguageskills;Communicativeactivities.

2.1Languageuseinreallife

vs.

traditionalpedagogyTheultimategoalofforeignlanguageteachingis: toenablethelearnerstousetheforeignlanguageinworkorlifeTherefore,weshouldteach:

thatpartofthelanguagethatwillbeused; inthewaythatisusedintherealworld.

Gapsbetweentheuseoflanguageinreallifeandthetraditionalforeignlanguageteachingpedagogy:(pp.14-15)

Inreallife:?Thetraditionalpedagogy:?Theconsequence:?Inreallife:Languageisusedtoperformcertaincommunicativefunctions.

Thetraditionalpedagogy:focusesonformsratherthanonfunctions.Theconsequence:Thelearnershavelearnedalotofsentencesorpatterns,buttheyareunabletousethemappropriatelyinrealsocialsituations.

Inreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.

Thetraditionalpedagogy

tendstofocusononeortwolanguageskillsandignoretheothers.

Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.

Inreallife:Languageisalwaysusedinacertaincontext.

Thetraditionalpedagogy

tendstoisolatelanguagefromitscontext.e.g.thepassive

Theconsequence:Thestudentsarepuzzledabouthowtousethelanguageinaparticularcontext.

2.2FosteringcommunicativecompetenceThegoalofCLTistodevelopstudents’communicativecompetence.CommunicativeCompetencevs.LinguisticCompetenceLinguisticCompetence= grammaticalknowledgeorknowledgeaboutthelanguageformCommunicativeCompetence= Knowledge&abilityfor: rulesofform/grammar+rulesofuseAccordingtoHymes(1979),communicativecompetenceincludesfouraspects:(pp.15-16)knowingwhetherornotsomethingisformallypossible(grammaticality:grammaticallyacceptable);知道形式上是否可能

knowingwhethersomethingisunderstandabletohumanbeings(feasibility);知道是否可行

knowingwhethersomethingisinlinewithsocialnorms(appropriatenessinasocialcontext);知道是否得体

knowingwhetherornotsomethingisinfactdone(whatthelanguageperformanceentails).知道实施的条件

CommunicativeCompetenceincludesknowledge/awareness

of:

whentosaywheretosaytowhomtosaywhattosayhowtosayFeaturesofCLT(p.16)CLTstressestheneedtoallowstudentsopportunitiesforauthenticandcreativeuseofthelanguage;CLTfocusesonmeaningratherthanonform;CLTsuggeststhatlearningshouldberelevanttotheneedsofthestudents;CLTadvocatestask-basedlanguageteaching(TBLT);CLTemphasizesafunctionalapproachtolanguagelearningandcultureawarenessofthetargetlanguage.

RichardsandRodgers’(1986:72)threeprinciplesofCLT(p.16)

Communicativeprinciple;Taskprinciple;Meaningfulnessprinciple

2.3TheimplementationoflanguageskillsThetranslationofcommunicativecompetenceinlanguageteachingpracticeistodevelopthelearners’skills,namely,listening,speaking,readingandwriting.

Intraditionalpedagogy,listeningandspeakingweretreatedasskillsdifferentfromwhattakesplaceinreality.Therefore,listeningandspeakingskillsneedtoberedefinedintermsoftherealcommunicativeuse.Studentsshouldhavethechancetolistentoandproducewhatismeaningful,authentic,unpredictable,andcreativeifeverpossible.Listeningandreadingarebothinterpretativeorreceptiveskills.

Traditionallythepurposeofreadingistolearnlanguage,namelyvocabulary,grammar,etc.,

andreadingisregardedasaprocessofdecoding,structuralanalysis,etc.

InCLT,readingistoextractthemeaningorthemessages,andthestudentsusedifferentskills,e.g.skimmingandscanning(seeUnit10),fordifferentreadingpurposes.InCLT,studentshavethechancetowritetoexpresstheirownfeelingsordescribetheirownexperiences,thusmakingthepracticeofwritingmeaningfulandauthentic.Inshort,CLThasexpandedthearea:

Languagecontent(toincorporatefunctions);Learningprocess(cognitivestyleandinformationprocessing);andProduct(languageskills).

2.4Communicativeactivities

Littlewood(1981):Functionalcommunicativeactivities;Socialinteractionalactivities.

Littlewood.1981.CommunicativeLanguageTeaching.CambridgeUniversityPress.Functionalcommunicativeactivities(p.18)e.g.Identifyingpictures

PicturesforStudentAPicturesforStudentBlanguagefortheactivity:

Whatcolour…?Howmany…?Where…?

Socialinteractionalactivities

(pp.18-19)

e.g.Role-playingthroughcueddialogues

LearnerAYoumeetBinthestreet.LearnerBYoumeetAinthestreet.A:GreetB.B:A:AskBwhereheisgoing.B:A:Suggestsomewheretogotogether.B:A:AcceptB’ssuggestion.B:A:B:GreetA.A:B:Sayyouaregoingforawalk.A:B:RejectA’ssuggestion.Makeadifferentsuggestion.A:B:Expresspleasure.Readingandwritingarealsocommunicativeskillswhichareworthnolessattentionthanlisteningandspeaking.

RodEllis’(1990)sixcriteriaforcommunicativeactivities

Communicativepurpose;(informationgap)Communicativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedon