英语教学法教程(第二版)Unit2要点

英语教学法教程(第二版)U n i t2要点

本页仅作为文档封面，使用时可以删除

This document is for reference only-rar21year.March

Unit 2

Communicative Language Teaching

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, when, how, where, and to whom).

Five main components of communicative competence

Linguistic competence: knowledge of the language itself, its form and meaning (spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, semantics)

Pragmatic competence: the appropriate 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.)

Discourse competence: one’s ability to create coherent written text or conversation and the ability to understand them.(to express 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 competence

Strategic competence : one’s ability to compensate for the communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.

Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation Principles of CLT

Communication principle: activities that involve real communication promote learning

Task principle: activities in which language is used for carrying out meaningful tasks promote learning

Meaningfulness principle: language that is meaningful to the learner supports the learning process

The teaching of language skills in CLT

Listening & speaking: students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.

Reading: the purpose of reading is focused. Reading is to extract meaning or information (the learning of grammar and vocabulary is to facilitate such a process)

Writing: students should practice writing what people write in everyday life and writing in the way people write in reality.

Learner roles within CLT

Learner acts as negotiator (between the self, the learning process, and the object of learning) when he/she interacts within the group and within the classroom procedures and activities which the group undertakes.

Learner should contribute as much as he gains, and learn in an interdependent way.

Teacher roles within CLT

Organizer: to facilitate the communication process between all participants in he classroom, and between these participants and the various activities and texts

Learner and researcher: to act as an independent participant within the learning-teaching group.

Needs Analyst: to respond to learner language needs

Teacher roles within CLT

Counselor: to maximize the meshing(配合） of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.

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, grammar, 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 activities Communicative purpose

Communicative desire

Content, not form

Variety of language

No teacher intervention

No materials control

Task-based Language Teaching

Four components of a task:

A purpose: ensure that students have a reason for undertaking the task

A context：location, participants, relationships, time … (can be real, simulated or imaginary )

A process: getting the students to use learning strategies(problem solving, reasoning, inquiring, etc.) to use appropriate words,sentence structures,etc.

A product: visible(a written plan, a play, a letter) or invisible(enjoying a story, learning about another country, etc.)