初中英语交际教学法与传统教学法之糅合

1、Combining Communicative Language Teaching with the Grammar-Translation Methods in EFL Teaching,Rao Zhenhui (Professor PhD),Speech Outline,Overview of Foreign Language Teaching Methods Development of the Grammar-Translation Method (G-T) in the West and in China Characteristics of the Grammar-Translat

2、ion Method,Speech Outline,Development of Communicative Language Teaching (CLT) in the West and China Characteristics of the CLT Comparison between the G-T Method and CLT Reasons for Using G-T in the Chinese Context,Speech Outline,Reasons for Using CLT in the Chinese Context Some Unsatisfactory Resul

3、ts and Obstacles in Using CLT in China Principles in Combining CLT with the G-T A Sample Unit Integrating CLT with G-T in Reading Classes,Overview of Foreign Language Teaching Methods,The 16th century the 1890s Grammar Translation Method 2. The 1890s the 1940s (1) Direct Method (Gouin, Berlitze) (2)

4、 Oral Approach ( Palmer, Hornby),Overview of Foreign Language Teaching Methods,The 1940s Audiolingual Method,Overview of Foreign Language Teaching Methods,The 1970s Total Physical Response (TPR), Silent Way, Suggestopedia Community Language Learning Communicative language Teaching (CLT),Overview of

5、Foreign Language Teaching Methods,The 1980s Task-based Method Eclectic Way,Development of Grammar-Translation Method in the West,The 16th century The 19th century The 20th century The 21th century,Development of Grammar-Translation Method in China,The 1840s The 1950s The 1980s The 21th century,Chara

6、cteristics of the Grammar-Translation Method,Classes are taught in the mother tongue. Vocabulary is taught through bilingual word list. Sentences are the basic units of teaching. Reading and writing are the focus, with little attention to speaking or listening. Grammar is taught deductively. Accurac

7、y is emphasized,Development of Communicative Language Teaching (CLT),Background 1. Theoretical Background Structuralism Chomskys generative-transformational grammar theory Behavioristic psychology Cognitive psychology,Development of Communicative Language Teaching (CLT),Background Practical foundati

8、on (1) British applied linguistics (Wilkins, Halliday, Widdowson, Candlin, Christopher Brumfit, Keith Johnson) emphasis on function of language (2) Rapid application of these ideas by textbook writers,Development of Communicative Language Teaching (CLT),Practical foundation (3). Rapid acceptance of

9、these new ideas by British language teaching specialists, curriculum development centers, and even government (4). Changing educational realities in Europe,Characteristics of Communicative Language Teaching (CLT),Student-centered Emphasis on meaning and function rather than on language forms Emphasi

10、s on communicative competence Using English to learn it (strong version.) / Learning to use English (weak version). Avoiding using the mother tongue,Comparison between the G-T Method and CLT,G-T: Attention to form and structure C-A: Attention to Meaning and communication G-T: Emphasis on memorizatio

11、n C-A: Emphasis on using G-T: Teaching without contextualization C-A: Teaching within contextualization,Comparison between the G-T Method and CLT,G-T: Excessive emphasis on grammatical rules C-A: Avoiding providing explicit grammar rules G-T: Excessive emphasis on translation C-A: Avoiding using tra

12、nslation G-T: Emphasis on reading and writing C-A: Emphasis on listening and speaking,Comparison between the G-T Method and CLT,G-T: Focus on linguistic competence C-A: Focus on communicative competence G-T: Emphasis on accuracy C-A: Emphasis on fluency G-T: Extensive use of pattern drills C-A: Peri

13、pheral use of drilling,Comparison between the G-T Method and CLT,G-T: Extensive use of mother tongue C-A: Avoiding using mother tongue G-T: Teacher-centered C-A: Student-centered,Reasons for Using G-T in Chinese Educational Contexts,EFL teaching in China takes place in a non-English-speaking country

14、 EFL teaching in China is rooted in Chinese traditional educational background,Traditional Chinese Education,What does learning mean? It is always useful to open a book(开卷有益）. When the time comes to use you knowledge, you will regret how little you have read（书到用时方恨少）.,Traditional Chinese Education,W

15、hat is correct way of learning? Learning without thought brings ensnarement. Though without learning totters.(学而不思则罔，思而不学则殆。） Say yes, when you know; say no when you dont.(知之为知之，不知为不知，是知也。）,Traditional Chinese Education,What are the requirements of a teacher? Being a model for people to follow.(为人师表

16、） Passing on knowledge. Showing students through the door.,Traditional Chinese Education,Why is review so important? By reviewing the old, one learns the new.(温故而知新。） When one can memorize 300 Tang poems, he is sure to be able to compose poems of his own even though he is not a poet.,Effect of Tradi

17、tional Chinese Education on EFL Teaching,Concentration on intensive reading. Use of memorization and rote learning. Meticulous emphasis on linguistic details and lack of attention to communicative skills. Use of translation as a teaching and learning strategy. Teachers authority and students passive

18、 role.,Reasons for Using CLT in the Chinese Context,The goal of EFL teaching is to develop communicative competence (Hymes, 1972). Activities involving authentic communication promotes learning (Allright, 1984). The process of communication is a learning process (Allright, 1984).,Reasons for Using C

19、LT in the Chinese Context,Involving students to learn is effective (Stevick, 1976). Meaningful interaction is of crucial importance for language learning (Pica, 1987).,Some Unsatisfactory Results from Using C-A,Regarding CLT as ridiculous and inappropriate; Refusing to sit in a circle and speak Engl

20、ish; Regarding playing games as entertainment; Preferring to attend lectures on intensive reading and grammar and take conventional exams.,Obstacles in Applying CLT in China,Higher demand placed on teachers. Opposite to traditional Chinese education pattern. Evaluation system Financial resources,Pri

21、nciples in Combining CLT with the G-T,Linguistic competence Communicative competence; Pattern drills Meaning and function; Accuracy Fluency; Student-centered Teacher as facilitator; Use of target language Use of the mother tongue,A Sample Unit Integrating CLT with G-T in Reading Classes,Class Compos

22、ition: The class consists of 30 first-year university students; Teaching objectives: Challenge students to use the language skills by engaging them in meaningful activities; Move students away from a focus on language forms to independent use of the language skills.,Methods and Materials,Methods: In

23、corporate aspects of CLT and the G-T. Materials: Two reading passages on Religion, with one on Christianity, and the other Buddhism.,Sessions 1 and 2,Aims of these two sessions: Help students understand the passages by explaining linguistic details and its background; Enable students to practice the

24、 language skills they have acquired.,Sessions 1 and 2: Teaching Vocabulary,Three steps in the teaching of vocabulary: Unlock (e.g., using “activating semantic memory”, Statman, 1981); Recycle (e.g., using “word trees”, Underhill, 1980); Extend students vocabulary (e.g., using “cloze dictogloss”, Rinvolucri, 1984),Sessions 1 and 2: Teaching Grammar,1. Teaching grammar as meaning a. Xiaodan put the book in the box. b. Xiaodan put the book on the box. 2. Teaching grammar as social function a. (Will/would) you open the door? b. (Can/could) I talk to you for a minute?,Sessions