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1、-英语教学法教程(第二版)Unit2要点-第 8 页Unit 2Communicative Language Teachingn The goal of CLT is to develop students communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations(knowledge of what to say,
2、when, how, where, and to whom).Five main components of communicative competence n Linguistic competence: knowledge of the language itself, its form and meaning (spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, semantics)n Pragmatic competence: the appro
3、priate use of the language in social context (the choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationships.)n Discourse competence: ones ability to create coherent written text or conversation and the ability to understand them.(to ex
4、press or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)Five main components of communicative competencen Strategic competence : ones ability to compensate for the communication breakdown due to lack of resources by
5、 searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.n Fluency: ones ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLTn Communication principle: a
6、ctivities that involve real communication promote learningn Task principle: activities in which language is used for carrying out meaningful tasks promote learningn Meaningfulness principle: language that is meaningful to the learner supports the learning processThe teaching of language skills in CL
7、Tn Listening & speaking: students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.n Reading: the purpose of reading is focused. Reading is to extract meaning or information (the learning of grammar and vocabulary is to facilitate
8、 such a process)n Writing: students should practice writing what people write in everyday life and writing in the way people write in reality. Learner roles within CLTn Learner acts as negotiator (between the self, the learning process, and the object of learning) when he/she interacts within the gr
9、oup and within the classroom procedures and activities which the group undertakes.n Learner should contribute as much as he gains, and learn in an interdependent way.Teacher roles within CLTn Organizer: to facilitate the communication process between all participants in he classroom, and between the
10、se participants and the various activities and textsn Learner and researcher: to act as an independent participant within the learning-teaching group.n Needs Analyst: to respond to learner language needsTeacher roles within CLTn Counselor: to maximize the meshing(配合） of speaker intention and hearer
11、interpretation, through the use of paraphrase, confirmation, and feedback.n Group process manager: organize the classroom as a setting for communication and communicative activities. During an activity the teacher monitors, encourages learners but suppress the inclination to supply gaps in words, gr
12、ammar, and strategy but notes such gaps for later commentary. At the conclusion of group activities, the leads in the debriefing(汇报）of the activity, pointing out alternatives and extensions and assisting groups in self-correction discussion.Six criteria for evaluating communicative classroom activit
13、iesn Communicative purposen Communicative desiren Content, not formn Variety of languagen No teacher interventionn No materials controlTask-based Language Teachingn Four components of a task:n A purpose: ensure that students have a reason for undertaking the taskn A context： location, participants,
14、relationships, time (can be real, simulated or imaginary )n A process: getting the students to use learning strategies(problem solving, reasoning, inquiring, etc.) to use appropriate words,sentence structures,etc.n A product: visible(a written plan, a play, a letter) or invisible(enjoying a story, l
15、earning about another country, etc.)Procedures of TBLTn Pre-taskn introduction ton topic and taskn Task cyclen Task Planning Reportn Language Focusn Analysis and practicecharacteristics of TBLT n 1.Interactive principles. Students communicate with each other in target language, and then acquire this
16、 language; n 2.Language materials are close to real life. Student learn in the environment which is real and natural; n 3.Focusing on both the result and process. It provides students with the chances for both language that they are learning and the learning process; n 4.Stressing on personal experi
17、ence. Students own experience and feeling about learning language can promote the effectiveness of class; n 5.Relative principles. It aims to connect the in-class learning and out-class one.Advantages of TBLTn Exposure to rich but comprehensible input of real language, ie the kind of language that l
18、earners will be needing or wishing to understand and use themselves.(Exposure and input come from teacher talk(esp. during the pre-task phase and when reviewing language analysis), students listening to each other, reading the texts or listening to recordings of others doing the task.n This input is
19、 not confined to sentence level examples, but consists of real, often spontaneous language use.n Opportunities for real use of language-chances for learners to experiment and test hypothesis, to mean what they say and express what they mean in a variety of circumstances.n TBLT framework gives studen
20、ts opportunities to use language to express what they want to say, to gain practice in turn-taking, controlling the interaction, interacting spontaneously in pairs. The Report phase then offers them the challenge of drafting and perfecting their report for a wider audience. The Planning stage gives
21、students the confidence and support they need before they actually perform in public.n Motivation to listen and read, ie to process the exposure for meaning; and also to use the language , to speak and write.n Focus on language- Report and Analysis phaseSimilarities between CLT and TBLT n 1. Design
22、Principlesn Communication Principlen The Authenticity Principle n Learning by Doing Principlen 2. Teaching Forms n role play and group discussionDifferences between CLT and TBLT n CLT pays more attention to the process of communication. It has not a certain purpose and the result of it is not important. n However, TBLT stresses on purpose and result. A task must have a clear purpose.