1、Communicative Language Teaching交际法 Communicative Language Teaching Current Language ApproachesBackgroundApproachDesignProcedureConclusion Background Origins: changes in the British language teaching tradition dating from the late 1960s British applied linguists began to call into question the theore
2、tical assumptions underlying Situational Language Teaching Noam Chomsky: Syntactic Structures(1957) current standard structural theories of language-incapable to account the creativity and uniqueness of individual sentences British applied linguists: emphasize on the functional and communicative pot
3、ential of language Changing educational realities in Europe interdependence of European countries; learning of the major languages of ECM; promoting language education; formation of the International Association of Applied Linguistics 1971: a group of experts, develop language courses on a unit-cred
4、it system 1972: Wilkins, a functional or communicative definition of language Two types of meaning behind the communicative use of language: notional categories and categories of communicative function Notional Syllabus: a significant impact on the development of Communicative Language Teaching Aims
5、 of the approach: (a) make communicative competence the goal of language teaching; (b) procedures to teach four skills that acknowledge the interdependence of language and communication Theory of Language: Starts from a theory of language as communication Hymes theory of communicative competence Hal
6、lidays functional account of language use Henry Widdowson: a view of the relationship between linguistic systems and their communicative values in text and discourse Canale and Swain: four dimensions of communicative competence-grammatical competence, sociolinguistic competence, discourse competence
7、, strategic competence At the level of language theory, CLT has a rich, if somewhat eclectic, theoretical base. Some characteristics of the communicative view of language P161 Theory of learning: Communication principle; Task principle; Meaningfulness principle Recently, some theories of language le
8、arning processes that are compatible with the communicative approach E.g. Krashen: acquisition vs. learning language learning comes about through using language communicatively Johnson and Littlewoods: skill-learning model of learning-cognitive aspect and behavioral aspect Design: Objectives The syl
9、labus Types of learning and teaching activities Learner roles Teacher roles The role of instructional materials Objectives: Piepho discusses the following levels of objectives in a communicative approach:1.An integrative and content level;2. A linguistic and instrumental level;3. An effective level
10、of interpersonal relationships and conduct;4. A level of individual learning needs;5. A general educational level of extra-lingusitc goals.The syllabus:Types of learning and teaching activities:Learner roles:Teacher roles:Needs analystThe role of instructional materials:Procedure: Littlewood: Merits
11、:1. Trains students communicative competence.2. Sets goals according to students needs.3. Improves the relationship between the teacher and the students.4. Helps students cooperative with each other more. Demerits:1.Hard to define the boundary of “communication”.2.Hard to balance the language compet
12、ence and the communicative competence.3.Hard to find an ideal and practical kind of instructional materials.4.Hard to deal with the mistakes occurring in the communication, Conclusion: Altogether, CLT is best considered an approach rather than a method. It refers to a diverse set of principles that
13、reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures. Johnson and Johnson identify five core characteristics of current applications of communicative methodology: 1. Appropriateness 2. Message focus 3. Psycholinguistic processing 4. Risk taking 5. Free practice
