communicative competence.ppt

1、Communicative Competence 2)sensitivity to differences in registers; 3) sensitivity to naturalness; 4) ability to interpret cultural references and figures of speech.,Wen s model (1999),Wen(1999) delibrately uses the term intercultural communicative competence instead of communicative competenc. The

2、reason is that communicative competence is primarily employed to describe the native speakers first language ability, and to use the same term for learners of English as a second/foreign language is not only ambiguous but also misleading. In a broader sense, intercultural competence should be a part

3、 of general education, rather than part of English language teaching only, since all university students should be able to compete and achieve success in an international market when globalization has become a reality.,A model of intercultural communicative competence for learners of English as a fo

4、reign language(文秋芳，衡仁权：2011),Logical relations of the three components of intercultural competence文秋芳，衡仁权：2011),国内研究现状,我国外语教学一直把培养学生的交际能力作为教学的主要目标。但“交际策略研究在我国相对来说还是一个空白”（戴炜栋，束定芳，1994）。20世纪90年代，许多学者开始引进、介绍国外交际策略理论，如戴曼纯，1992；戴炜栋、束定芳，1994；束定芳、庄智象，1996；王立非，2000 等。 有关中国学生交际策略能力的实证研究也已展开，据笔者所知就有：陈思清（1990）

5、，高海虹（2000），谭雪梅，张承平（2002）等进行的有关交际策略使用的研究；王立非（2002），孔京京（2004，2006）等对交际策略培训的研究；张荔，王同顺（2005）对交际策略问卷信度和效度进行的研究等。 所以，在我国对交际策略进行更广泛的研究是很有必要的。,Communicative Approach,The background academic influences communicative syllabi Features of CLT Critiques of CLT,The background-academic influences,Communicative lan

6、guage teaching rose to prominence in the 1970s and early 1980s as a result of many disparate developments in both Europe and the United States. In Britain, applied linguists began to doubt the efficacy of situational language teaching, the dominant method in that country at the time. This was partly

7、 in response to Chomskys insights into the nature of language. Chomsky had shown that the structural theories of language prevalent at the time could not explain the creativity and variety evident in real communication. In addition, British applied linguists such as Christopher Candlin and Henry Wid

8、dowson began to see that a focus on structure was also not helping language students. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures.（Richards in addition to speakers having mastery over the structural elements of la

9、nguage, according to communicative competence they must also be able to use those structural elements appropriately in different social situations.（Savignon 2000）This is neatly summed up by Hymess statement, “There are rules of use without which the rules of grammar would be useless.”（Mitchell 1994）

10、 Hymes did not make a concrete formulation of communicative competence, but subsequent authors have tied the concept to language teaching, notably Michael Canale.,communicative syllabi,An influential development in the history of communicative language teaching was the work of the Council of Europe

11、in creating new language syllabuses. Education was a high priority for the Council of Europe, and they set out to provide syllabuses that would meet the needs of European immigrants. Among the studies used by the council when designing the course was one by the British linguist, D. A. Wilkins, that

12、defined language using “notions” and “functions”, rather than more traditional categories of grammar and vocabulary. Notional categories include concepts such as time, location, frequency, and quantity, and functional categories include communicative acts such as offers, complaints, denials, and req

13、uests. These syllabuses were widely used.（Richards & Rodgers 2001）,Features of CLT,An emphasis on learning to communicate through interaction in the target language. The introduction of authentic texts into the learning situation. The provision of opportunities for learners to focus, not only on lan

14、guage but also on the learning process itself. An enhancement of the learners own personal experiences as important contributing elements to classroom learning. An attempt to link classroom language learning with language activities outside the classroom. (David Nunan,1991),Critiques of CLT,One of t

15、he most famous attacks on communicative language teaching was offered by Michael Swan in the English Language Teaching Journal in 1985. Henry Widdowson responded in defense of CLT, also in the ELT Journal (1985 39(3):158-161). More recently other writers (e.g. Bax) have critiqued CLT for paying insu

16、fficient attention to the context in which teaching and learning take place, though CLT has also been defended against this charge (e.g. Harmer 2003). Often, the communicative approach is deemed a success if the teacher understands the student. But, if the teacher is from the same region as the stud

17、ent, the teacher will understand errors resulting from an influence from their first language. Native speakers of the target language may still have difficulty understanding them. This observation may call for new thinking on and adaptation of the communicative approach. The adapted communicative ap

18、proach should be a simulation where the teacher pretends to understand only what any regular speaker of the target language would and reacts accordingly (Hattum 2006).,The development in China,(1)极度兴奋期 极度兴奋期主要集中在20世纪70年代末至80年代中期，是交际教学法理论引进介绍阶段。李筱菊是中国最早研究并引进交际语言教学理论体系(简称CLT)的学者之一，1979年由她主编的交际英语教程(Com

19、munieative English for Chinese Learners，CECL)被认为是国际上先进的交际语言教学理沦与中国实际的成功结合。 (2)后兴奋冷静期 主要集中在20世纪80年代中后期。此时恰逢巾国高校新的外语教学大纲制订和新的外语教材编写高峰，于是与大纲和教材结合一起研究成为这一阶段交际研究的最大特点，标志着交际法理论已经开始作用于中国外语教学指导思想并进一步深入到中国外语教学实际过程中了。 （3）深化理智期 20世纪90年代，外语教学界以更加平和理智的心态来审视、评价交际法，特别是注 重在实践中来考察交际法，结合各种外语教学活动实践交际法。密切联系教学实践就成为这个时期交

20、际法研究的主要特点。（杨建娣，2012）,Communicative Strategies,The definition Interactional definitions: Tarone (1981):defined CSs as attempts to use ones linguistic system efficiently and clearly,with minimum of effort. (She also provided in her 1977 article:Conscious communication strategies are used by an individ

21、ual to overcome the crisis which occurs when language structures are inadequate to convey the individuals thought.) Psycholinguistic definitions: Faerch and Kasper,CSs are seen as strategic plans,the aim of the plan is to allow the speaker/hearer to achieve communicative goals. They saw consciousnes

22、s as a secondary defining criterion of CSs.,Taxonomies(分类)of CSs,Dornyei and Scott(1997):Three types of CSs are identified: Direct strategies:It involves conflict resolution and achieving mutual understanding. Interactional strategies:It is concerned with preventing breakdowns and keeping the channel of communication