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1、Question: Vocabulary GrammarCommunicative context: question, invitation For learners, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Learners should learn to use language in real communication so as to b
2、uild up the relationship between the communicative functions and the sentence structures.Communicative Language Teaching(CLT): 交际教学法Contents: difference of language use in real life and traditional language teaching Introduction on CLT 2.1 Definition of CLT(Communicative competence) 2.2 Principles o
3、f CLT 2.3 Features of communicative activities Difference of language use in real life and traditional language teachingTraditional pedagogy Language use in real lifeFocus on forms of languageCommunicative functions of languageFocus on one or two language skillsIntegration of both receptive skills a
4、nd productive skillsTo isolate language from contextLanguage is always used in a certain context.Questions:How to bridge the gap?Introduction on CLTDefinition (Communicative Language Teaching) An approach in second/foreign language teaching. The goal of CLT is to develop students communicative compe
5、tence.2. Communicative competence 1) definition (Hymess) the ability to use language for meaningful communication in addition to grammatical knowledge of the language 2) Components (Hedges) Communicative competence: a. linguistic competence b. pragmatic competence c. discourse competence d. strategi
6、c competence e. fluencylinguistic competenceMeaning the ability to know the basic knowledge of the language itself, its formation and meaning 语言能力 spelling, grammatical structure, etc.2. Implications for language teaching P19 a. pronounce the forms accurately b. build a range of vocabularypragmatic
7、competenceMeaning the ability to use the language appropriately in different social contexts 语用能力：不同的社会语言环境中适当理解和表达话语的能力setting, status, relationships different ways of greeting: Nice to meet you. Whats up? It been ages since we last met.2. Implications a. learn the scale of formality and informalit
8、y b. use stress and intonation to express attitude and emotion Discourse competenceMeaning the ability to produce different types of coherent texts 语篇能力：用口头或书面形式连贯地表达不同种类语篇的能力 writing: argumentation conjunctions: first, second, third. besides, ect.2. Implications a. be able to use cohesive markers b
9、. be able to produce coherent written texts strategic competenceMeaning the ability to use strategies to maintain communication when communication breakdown occurs 策略能力：交际过程中的应变能力 similar expressions, gestures, ect.2. Implications to use communicative strategiesFluency Meaning the ability to combine
10、 unit of speech smoothly 语言流畅：自如地把言语单元有效连结起来的能力。 多指口语的输出：1.语义流畅 2.词汇，句法流畅 3.发音流畅 e.g. Whats your idea of air pollution? In my opinion, 2. Implication process language and respond appropriately with a degree of ease The teaching of language skills with CLT:Advantages:To develop learners language skil
11、ls including listening, speaking, reading and writing and emphasize communicative use in real lifeListening speaking listen to and create what is meaningful, authentic, unpredictable and creative if possible3. Reading to gain meaning or information with the knowledge of grammar and vocabulary; readi
12、ng skills4. Writing practical writings High demand of the teacher?Principles of CLT(Richards and Rodgers) classroom activitiesCommunication principle real communication (e.g. offer help in railway stations)2. Task principle meaningful tasks3. Meaningfulness principle meaningful language Weak and str
13、ong version of CLT (Howatts) Weak version: a structural system first and then use it in communication Strong version: Language is acquired through communication. the importance of using language in communication（语言实际应用的重要性）Questions: How to improve communicative competence?Main features of communica
14、tive activitiesLittlewoods :(p22-23) Functional communicative activities:（功能互动活动） 比较不同图画的异同，推断图画中事物发生的可能顺序，发现地图或图画中的缺失部分等等活动2. Social interaction activities：（社会交往活动） 讨论，对话，角色扮演，辩论等 oral work plus some integrated grammar work reading and writing ?Six criteria for communicative activities:(Ellis) Comm
15、unicative purpose information gap:(信息缝隙） The speaker has the information which the listener dose not know or the speaker wants to know information that the listener has. This information gap creates the need and the desire to speak/write and the curiosity to listen/read. e.g.ask for time2. Communica
16、tive desire real need3. Content, not form exchanging message, not practicing patterns4. Variety of language not one fixed language form, to improvise5. No teacher intervention No teacher intervention in the process of communication Evaluation on communicative purpose after the communication is done6. No materials control no control of learners language use Exercise of communicative activities: p24-25 Rather difficult to meet all criteria Controversial Evaluation of CLT?