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1、 Communicative Language TeachingHave you had your lunch?If you are a teacher, how can you teach the following sentence to your students?Step 1 Teacher reads the sentence and then gets the students to read the sentence after the teacher.Step 2 Teacher explains the meaning and translates the sentence
2、from English into Chinese.The traditional teaching steps:Step 3 Teacher explains the grammatical structure or rules and tells the students to be clear and remember the tense used in the sentence “the present perfect tense” and the formation of this kind of tense (have + p.p.), and the form of questi
3、on and negation (have/has+ subj.; Subj.+ have/ has + not), and their abbreviation: havent/hasnt.Step 4 Teacher gives more examples such as: Have you had your breakfast? Yes, I have / No, I havent.Step 5 Students do pattern drills and read the examples aloud again and again.Step 6 Students do some wr
4、itten exercises. In this way, the structure of the sentence will be learned and remembered, and the students may be able to compose grammatically correct sentences, e.g. Have you had your supper? Yes, I have. /No, I havent. But when two Chinese people meet in real life, Xiao Li says to Lao Wang: Hav
5、e you had your lunch?Li means (function):A question: ask if Wang has eaten the meal or not. Greeting: Hello.Invitation: Invite Wang to a meal (Come, its my treat)Suggestion: You should have your lunch. For Chinese, its a usual informal greeting, and it has the same function as “Hello”. But for Engli
6、sh, it often means an invitation (Are you inviting me?) or a formal question (Why do you ask me such a personal question?). He will feel confused if the Chinese moves away without waiting for the answer.In communication, a certain sentence can be understood very differently in different situations.C
7、onclusion For students, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the s
8、entence structures.What are the differences between language used in real life and the traditional language teaching?Task 1Language use in real life vs. traditional pedagogyTraditional pedagogyLanguage use in real lifeFocus on forms of languageCommunicative functions of languageFocus on one or two l
9、anguage skillsIntegration of both receptive skills and productive skillsTo isolate language from contextLanguage is always used in a certain context. We are not teaching English, but we are teaching about English. This seems to result in the phenomenon of “dumb English” in English teaching in China.
10、How can we bridge the gap between the traditional pedagogy and language use in real life? One possible solution to bridge the gap between classroom language teaching and real life language use is the adoption of communicative language teaching ( CLT). The goal of CLT is to develop students communica
11、tive competence. Chomskys view of competenceAccording to Chomsky, “competence” refers to the tacit knowledge of language structures and the ability to use this knowledge to understand and produce language, that is, the abstract grammatical knowledge of language.v During the 1970s, some British appli
12、ed linguists emphasized the functional and communicative potential of language.v The need to focus in language teaching on communicative proficiency/competence rather than on mere mastery of structuresHymes view of communicative competence (1979)uformally possible (grammatically acceptable) 语法性语法性u
13、understandable to human beings 可接受性可接受性u in line with social norms 得体性得体性u in fact done: Do people actually use language this way? 可操作性可操作性 Grammatical competence (语法能力语法能力) Sociolinguistic competence （社会语言能力）社会语言能力） Discourse competence （语篇能力）语篇能力） Strategic competence （策略能力）策略能力）(Richards & Rodger
14、s, 1986:71) u Linguistic competence （语言能力）（语言能力）u Pragmatic competence （语用能力）（语用能力）u Discourse competence （语篇能力）（语篇能力）u Strategic competence （策略能力）（策略能力）u Fluency （流利性）（流利性）Work in groups of 4 and discuss how to improve learners communicative competence in language teaching and learning?DISCUSSIONIm
15、plications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence. (see Keys to Task 5)2. 2 Theory of LanguageFunctional view The primary function of language is for interaction and communication. The st
16、ructure of language reflects its functional and communicative uses. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. (Richards & Rodgers, 1986:71)r Different situations to hear th
17、e question: “Why dont you close the door?”Task 2 “Why dont you close the door?”la real question: to ask about the reason. a command: a teacher orders his student to close the door. a complaint: a wife is complaining to her husband who always leaves the door open.r Different ways to make a suggestion
18、: to buy a black overcoat You should buy a black overcoat. Have you thought about buying a black overcoat? I think you should buy a black overcoat. Dont you think its a good idea to buy a black overcoat. Youd better buy a black overcoat. Why dont you buy a black overcoat? I suggest that you buy a bl
19、ack overcoat. If I were you, I would buy a black overcoat.Possible sentences:Implications: From the above tasks we can see that one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms. So knowing a language
20、 should include not only knowing the form of language, but also knowing what to say to whom and how to say it appropriately in any given situation. l the : Activities that involve real communication promote learning. l the : Activities in which language is used for carrying out meaningful tasks prom
21、ote learning (Johnson 1982).l the : Language that is meaningful to the learner supports the learning process. Functional communication activities Social interaction activitiesA sequence of activities represented in Littlewood (1981: 86) Structural activities Quasi-communicative activitiesActivitiesC
22、lassificationFunctionsPre-communicative activitiesStructural activitiesPrimary focus on linguistic formsQuasi-communicative activitiesFocus on forms plus meaningsCommunicative activitiesFunctional communicationactivitiesFocus on meanings plus formsSocial interaction activitiesPrimary focus on meanin
23、gsl Communicative purposel Communicative desirel Content, not forml Variety of languagel No teacher interventionl No materials controlPracticeActivity 1 The teacher is leading a drill.T: He walks to school every day. T: Go.Ss: He goes to school every day.T: Run.Ss: He runs to school every day.T: Jum
24、p.Ss: He jumps to school every day.Activity 2 The teacher gives the first half of the dialogue by asking a question:.T: What were you doing when I called you last night? (The teacher holds on a picture with a person reading a book.)S: I was reading a book when you called.T: Oh, I see. What about you
25、, Mary?(The teacher holds another picture with a person watching TV.)S: I was watching TV when you called. Activity 3 In pairs use the ideas given below to talk about your plans for the future.travel around the world work hard be richspeak a second language be famous get a good jobbuy an expensive c
26、ar help people go to collegebe happy e.g. I am going to learn Spanish. I am going to travel around the world. Activity 4 Use the same pictures, but cut them up, paste on cards, and give each student a different picture.Directions: Ask your partner what is in their picture.For example:Student A: What
27、s in your picture.Student B: There is _. Whats in your picture?Student A: There is _. PracticeStudy the sample activities in the textbook and see how many criteria each activity can meet, and then decide what kind of activity they are.1. Language use in real life vs. traditional pedagogy2. Communica
28、tive Language Teaching (CLT) 2.1 Communicative competence 2.2 Theory of language 2.3 Theory of learning 2.4 Major activity types of CLT 2.5 Six criteria for evaluating classroom communicative activities1. Try to design some classroom activities and then evaluate them and see if they are communicative activities.2. Read some reference books and get some ideas about TBLT in the second part of this unit.