Communicative_Language_Teaching(CLT)
交际教学法在初中英语听说教学中的应用初探
交际教学法在初中英语听说教学中的应用初探一、交际教学法的理论基础1. 交际教学法概述交际教学法（Communicative Language Teaching, CLT）是20世纪70年代发展起来的一种英语教学法，它强调语言的功能和运用，更加注重学生在真实的交际情境中使用语言，而不再只是死记硬背单词和语法规则。
交际教学法的出现，极大地改变了过去英语教学的传统方式，提倡更多的使用真实语境和真实交际来帮助学生学习并运用英语。
2. 交际教学法的理论基础交际教学法的理论基础主要包括语用学、社会语言学和认知心理学。
语用学强调语言的功能，即语言是用来交际的工具，其目的是为了交流信息。
社会语言学则关注语言在社会交际中的作用和影响，认为语言是与社会和文化联系在一起的。
认知心理学着重于学习者的思维过程和语言习得机制，认为学习语言应该是一种积极、参与的过程。
1. 创设真实语境交际教学法要求教师在教学中要更多地创设真实的语境，让学生在真实的情景中学习和使用英语。
在初中英语听说教学中，教师可以通过课堂活动、角色扮演、小组讨论等方式，让学生在日常生活中可能遇到的情境中使用英语进行交际。
教师可以将学生分成小组，让他们模拟在商店购物、预订火车票、问路等真实情境中的交际情景，从而激发学生的学习兴趣，提高他们的语言运用能力。
2. 注重实际交际能力交际教学法更加注重培养学生的实际交际能力，而不是仅仅注重语法和词汇的记忆。
在初中英语听说教学中，教师应该通过真实的对话和交际活动来帮助学生提高他们的听说能力。
教师可以设计一些情景对话和角色扮演活动，让学生在真实的情境中进行英语交流，从而锻炼他们的实际交际能力。
1. 提高学生的学习兴趣交际教学法要求教师在教学中创设真实的语境，让学生在真实的情景中使用英语进行交际。
这种教学方法更加贴近学生的实际生活，能够激发学生学习英语的兴趣，从而提高他们的学习积极性。
3. 提高学生的语言运用能力交际教学法强调语言的功能，注重教授学生如何使用语言进行交际。
英语教学方法英文表达
英语教学方法英文表达
英语教学方法的英文表达包括以下几种常见的方法：
Grammar-Translation Method: 这种方法强调语法和词汇的学习，通过翻译来教授英语。
Direct Method: 也称为Reform Method或Natural Method，这种方法强调通过模仿和直观教学来学习语言，尽量避免翻译。
Audio-Lingual Method: 这种方法注重口语和听力训练，通过反复模仿和操练来培养语言技能。
Communicative Language Teaching (CLT): 这种方法强调在真实的交际情境中学习语言，注重培养学生的交际能力和语言运用能力。
Task-Based Language Teaching (TBLT): 这种方法通过设计和实施各种任务来促进学生的语言学习和运用，强调学生的主动性和参与性。
Content and Language Integrated Learning (CLIL): 这种方法将学科内容与语言学习相结合，通过学科知识的学习来提高语言能力。
Cooperative Learning: 这种方法强调学生之间的合作和互动，通过小组讨论、角色扮演等活动来促进语言学习和交流。
8.whole language approach：整体语言教学法，这种方法强调语言学习的整体性和综合性，注重培养学生的阅读能力和写作能力。
以上是一些常见的英语教学方法的英文表达，不同的方法有不同的教学理念和教学重点，可以根据学生的需求和教学目标选择合适的方法。
clt理论在对外汉语口语教学中的运用
clt理论在对外汉语口语教学中的运用
地址
近年来，在外语界（especially Chinese language teaching）中，交际性语言教学（Communicative Language Teaching,CLT）理论
受到越来越多的重视，被越来越多的人认可为较好的教学理论。
在汉
语口语教学中，CLT理论可以为教师和学生提供各种有效的方法。
首先，CLT理论在汉语口语教学中提倡以真实情景进行交流。
这
是语言教学中最重要的一点.这样可以使学生更好的理解和学习语言。
比如，可以选择一些情境来进行模拟，如逛商场、买东西，机票或旅
行等。
这样可以加深学生的理解，并让他们熟悉实际场景中可能遇到
的话题和对话。
其次，该理论还强调学生应多参与练习和交流，这有利于广泛提
高学生的语言综合能力。
除了分组练习，可以进行多种形式的口语交
流练习，如模拟问答、辩论、投票、拼图等。
参与到这种实践活动中，学生可以更好的发展自己的言语表达能力，也更容易学会对外汉语的
口语表达能力。
最后，在外汉语口语教学中运用CLT理论，教师也需要适当的评
估和反馈学生的表现，以此来指导他们更好地学习。
以实际活动为主，把复习、考核作为补充，使课堂教学更充实，为汉语口语教学更加高效。
总之，采用CLT理论进行汉语口语教学，可以有效地提高学生对
外汉语口语的表达能力，从而提高外汉语教学的质量。
因此，在汉语
口语教学中，应该充分利用CLT理论，将其应用到实际的课堂教学中，为学生带去更多的有益的语言学习经验。
交际教学法在英语教学中的应用实例
交际教学法在英语教学中的应用实例Communicative Language Teaching in English Language Instruction: A Case Study.Introduction.Communicative language teaching (CLT) is a language teaching approach that emphasizes the use of language for real-world communication. It is based on the idea that learners should be able to use language to communicatetheir thoughts and ideas effectively, and that the best way to learn a language is to use it in a meaningful context.CLT has been widely adopted in English languageteaching around the world, and there is a growing body of research that supports its effectiveness. One such study, conducted by researchers at the University of Oxford, found that CLT led to significant improvements in students' communicative competence, fluency, and grammatical accuracy.In this article, we will discuss the principles of CLT and provide an example of how it can be implemented in an English language teaching classroom.Principles of Communicative Language Teaching.The following are the key principles of CLT:Focus on communication: The primary goal of CLT is to help learners develop their communicative competence, or their ability to use language effectively in real-world situations.Meaningful interaction: CLT emphasizes the importance of meaningful interaction between learners. This means that learners should be engaged in activities that allow them to use language to communicate their own thoughts and ideas, and to respond to the thoughts and ideas of others.Authentic materials: CLT uses authentic materials, such as newspaper articles, videos, and songs, to expose learners to real-world language. This helps learners todevelop a better understanding of how language is used in everyday life.Task-based learning: CLT often uses task-based learning, which involves giving learners tasks that require them to use language to complete a specific activity. This helps learners to develop their fluency and accuracy, and to apply their language skills to real-world situations.Error correction: CLT teachers believe that errors are a natural part of the learning process. They focus on providing corrective feedback that helps learners to identify and correct their mistakes, rather than punishing them for making mistakes.Example of CLT in Practice.One example of how CLT can be implemented in an English language teaching classroom is through the use of role-plays. Role-plays allow learners to practice using language in a simulated real-world situation. For example, a teacher might ask learners to role-play a conversation between acustomer and a salesperson. This activity would allow learners to practice using language to make requests, provide information, and negotiate.To prepare for the role-play, the teacher would first need to provide learners with some background information on the situation. For example, the teacher might tell learners that the customer is looking to buy a new pair of shoes, and that the salesperson is trying to help the customer find the right pair. The teacher might also provide learners with some vocabulary and phrases that they could use during the role-play.Once learners have had a chance to prepare, they would be asked to perform the role-play in front of the class. The teacher would then provide feedback on learners' performance, focusing on their use of language, their fluency, and their accuracy.Role-plays are just one example of how CLT can be implemented in an English language teaching classroom. There are many other activities that can be used to promotecommunicative competence, such as debates, presentations, and group projects.Conclusion.CLT is a highly effective approach to English language teaching that can help learners to develop their communicative competence and fluency. By focusing on meaningful interaction, authentic materials, and task-based learning, CLT provides learners with the opportunity to use language in a real-world context and to develop theirability to communicate effectively.。
CLT教学
language
teaching (CLT)
Contents
• • • • • • • Definition Principles Features The objectives of CLT Two major types of activities of CLT The advantages and disadvantages Conclusion
Example :
You and your friend have been studying together in the library all afternoon .One of you is now tired of working . A:Let’s go out now ,shall we? Where to? A:How about going out for a drink? B: OH,I would rather have a meal . A:what kind of food would you like ? B:I Would like a Chinese meal A : Good idea.Let us go then.
Social interaction activities
Learners must also learn to relate language to the social meanings that it carries and use it as a vehical for social interaction .The activities should be freed from dependence on the teacher or the tape, so that learners begin to interact as equal partners in an exchange .
CLT教学PPT课件
.
13
Examples:
Shall we go to the library?
Oh no ,I do not feel like going to the cinema .(answer the question with the learner’s likes or dislikes
2.shall we go to the cinema?
.
5
Principles
• ---- activities that involve real communication promote learning
• ---- activities in which language is used for carrying out meaningful tasks promote learning
should be freed from dependence on
the teacher or the tape, so that
learners begin to interact as equal
partners in an exchange .
.
17
The aim of these activities is to
communicative language teaching method
Task principle
Grammatical competence Discourse competence Sociolinguistic competence Strategic competence
sentence level grammar intersentential relationships sociocultural rules of language strategies
Michael Canale and Merril Swain identified four dimensions of communicative competence: grammatical competence, discourse competence, sociolinguistic competence and strategic competence. reflecting the use of linguistic system itself defining the more functional aspects of communication
expanded(扩大)
D.A.Wilkins
Two Types of Communicative Meanings(1972)
• Notion Categories
(concepts such as time时 时 顺序, 间, sequence顺序 顺序 frequency频率 frequency频率) 频率)
My Understanding of Communicative__ Language Teaching
My Understanding of Communicative Language TeachingCommunicative Language Teaching is also called Communicative Approach or Notional-Functional Approach. It is a sequence of principles about language learning and teaching. The purpose of it is to make students have the communicate competence so as to they can use L2 to communicate with others.First, according to the characteristics of CLT and my understanding of David Nunan’s theory, there are five features about it:1, through interaction in the target language, CLT emphasizes on the communicate learning.Because of CLT emphasizes interaction between students and teachers, so the classroom activities play an important role in teaching process, which include example activities, information gap and pair work, etc.2, the introduction of authentic texts into the learning situation.3, CLT makes learners to focus both on language and the learning management learning.4, CLT improves the learners own personal experiences as important contributing elements to classroom learning.5, it is an attempt to link classroom language learning with language activities outside the classroom.Second, as the going says, every coin has two sides. CLT has it advantages and disadvantages. One of the advantages is that language is a communicate tool of CLT, which emphasizes the practical application and pays attention to the communicate faction, for instance, it especially lays stress on the use of listening and speaking competence. Moreover, it put forward a education model which based on students’ learning. On the other hand, CLT changes most English teachers’ teaching theories and brings unprecedented vitality to foreign language teaching. It not only raises stu dents’ all self confidence and interests in their studies, but also improves their abilities of application, which make them communicate effectively with others in the future studies, works and even social contacts so as to meet the demands of social development and international communication.On the contrary, there are four disadvantages about CLT:1, it is not enough stress on concrete conditions:○1: Chinese English teaching is foreign language but for second language teaching. After class, students can’t use English to communicate with others. Owing to the lack of culture background and the shortage of language use competence, sometimes, students even discuss with each other through mother language, which makes communication ineffective.○2: different schools exist great differences in resources and the level of students.○3: because of the increased enrollment, CLT can’t be used in two or more classes at a college.○4: according to the difference of teaching contents, it is necessary to use different teaching methods rather than the CLT only.2, CLT is not equal to CLL (communicative language learning). Seemly, CLT pays attention to each aspect of communicate, however, it is not only the method but also the purpose in language teaching. moreover, it lays stress on fluency, communication activities and the interaction among students.3, it conflicts with students’ individual needs. Different students need different teaching method. It is contrary to the objectives of English teaching if only CLT emphasizes onteaching method and neglect the different needs of English teaching.4, CLT excessively emphasizes the faction of language communication so that it ignores the use of grammar, writing and translation.At last, as far as I’m concerned, under the Chinese teaching circumstances, CLT can’t be used adequately and favorably,. As all we known, china is still a developing country, teacher education and qualifications are imperfect which makes CLT hard to realize. And according to China's current national conditions, it is an extremely arduous task to run the largest education provision in the world, because the difference of economic development level of all regions is fairly big and students c an’t easily adapt the new teaching method on account of the Chinese examination- oriented education system determines their psychological inertia and behavioral expression. In addition, due to the lack of culture background and communicate environment, st udents can’t use the foreign language at will. All these limiting factors determine the infeasibility of CLT.。
Chapter 3 Schools of foreign language teaching methods (3)
Ⅱ. Communicative competence
2.1 Contents of Communicative competence 1) Linguistic Competence LC=grammatical knowledge or knowledge about the language forms 2) Communicative Competence CC=linguistic knowledge+ knowledge about using the language
Ⅱ. Communicative competence
2.3 Communicative Competence
includes knowledge/awareness of: (p 18) when to say where to say to whom to say what to say how to say
4.1 e
principle; Communicative competence is the ultimate goal, and communication is the feature of the process;
Ⅳ. CLT: principles
4.2 Task principle; Tasks are designed to realize the goals of communicative competence: 4.3 Meaningfulness principle Tasks and activities are focusing on the meaning of language, but not the forms.
Direct method
CLT教学法相关介绍
CLT教学法相关介绍大连翻译职业学院教务处阅读：366次发布：2009-1-18 9:19:561. 交际教学法的历史背景与渊源正当Situational Language Teaching (SLT) 在英国的语言教学界盛行之时，美国已于1960年代末期开始检讨Audiolingual Method (ALM) 的理论基础。
此举让英国的语言学家们重新对SLT的教学理论产生质疑。
他们开始注意到语言教学的重点应该摆在“交际能力”（communicative competence/ability）；用来呼应美国语言学家乔姆斯基所提的“语言能力”（linguistic competence），而非语言结构的熟练度（mastery of structures）。
美国语言学家们也表示，语言的独特性与多变性不是用几个结构性的理论就能笼统概括的。
正巧，欧陆的语言学家所提出的观点也与英美两国对语言教学理论所产生的反思潮互相辉映：语言教学的课程内容应该以语言学习者所需之沟通需求与能力为主。
于是，在英、美、欧陆三方的教学理论的激荡下，诞生了Communicative Language Teaching (CLT)。
2. 交际教学法的教学观交际教学法认为，语言包含了〝交际能力〞和语言所处的〝文化社会意涵〞，其功用则包括了功能性（functional；指用言语和他人互动）、规范性（regulatory；指用言语限制他人行动）、互动性（interactional; 指用言语和他人互动）、想像性（imaginative；指用言语创造出想像世界）以及再现性（representative；指用言语沟通、呈现讯息）等多种用途。
交际能力这一概念最初是由美国社会语言学家海姆斯（Hymes)提出来的其中。
海姆斯的〝交际能力〞可以概括为一个人对语言知识和能力的运用，主要包括4个方面：⑴语法能力（grammatical competence），也就是语言符号本身的知识（包括词汇，构词规则，语音，句法等方面），主要涉及正确理解和和表达话语（utterance)的字面意义的知识，也就是句平面上遣词造句的能力。
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"交际能力”这一概念最初是由美国社会语言学家
Dwell Hymes 提出的。他认为，交际能力不仅包 括对一种语言的语言形式的理解和掌握，而且还 包括对在何时何地，以什么方式对谁恰当使用语 言形式进行交际的知识体系的理解和掌握。交际 能力是一个复杂的概念，涉及到语言、修辞、社 会、文化、心理等多种因素.
Definition
• Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study • To describe a long list of activities including role - play, simulations, group work and language games and puzzles. • To develop communicative competence and which often aids students in their acquisition of the other more commonly taught linguistic skills.
Communicative Language Teaching（CLT)
Name :唐乖乖 Number:2015 Grade: 2015
References
• Book: Language Teaching& Learning from Theory to Practice «外语教学与学习--- 理论与实践» （英）马丁.韦德尔 （中）刘润清 高等教育出版社1995
(Harmer )
How to use it
• Teaching topic: adjectives • Introduce : teachers should introduce clearly the structures and functions of adjectives. • Practice: through a lot of drills, let student master the correct order of different kinds of adjectives in real communication. • Produce: let students play a role in real situation, such as in Lost Property. One is to be the finder of lost property, and one is to be the owner of lost property, through describing the color, size, shape of lost property to check the information of lost property.
Thank you
⑵Fossilization of learners’ errors
(3) Ignore the importance of grammar and vocabulary
Significance in history
• Communicative language teaching rose to prominence in the 1970s and early 1980s as a result of many disparate developments in both Europe and the United States. There was an increased demand for language learning, particularly in Europe to meet the real social needs of the European Common Market. • It was introduced in China at the end of 70s, and became more and more popular.
.( David Nunan 1991)
Procedures of CLT • Introduce ( new language structure ) • Practice (
how to use it)
• Produce ( role-play, and stimulate real communication)
Guide •Group processing manager
•Counselor
Learners
a negotiator a communicator
an independent learner
The emphasis is on the processes of communication, rather than mastery of language form. This leads to different roles for learners from those found in more traditional second language classrooms.
Prepare communicative activities to support CLT, such as, games, role plays, simulations, etc.
Realia
The use of “authentic”, “from-life” materials, such as maps, newspapers, graphics, and magazines. Language-based realia, such as cards, handbooks.
Characteristics of teaching method
• To communicate through interaction in the target language. • The introduction of authentic texts into the learning situation. • Focus on the learning process itself. • An enhancement of the learner’s own personal experiences • An attempt to link classroom language learning with language activities outside the classroom
The communicative language teaching
• 1) the purpose of CLT is to cultivate communicative competence; 2) teaching content must accord with the needs of the students; 3) the teaching process should be communicative (Robinson)
Theoretical basis and empirical studies
• Social linguistics
Communicative competence ( Hymes)
• Functional linguistics
The communicative approach emphasizes the meaning of language and the function of communication.
• Language Philosophy
The nature of CLT---- philosophical subject
The role of teachers and students and materials
Teachers
Organizer
•Researcher and learner
The strong points and weak points of communicative approach
Strong points • ⑴ Can promote learners’ communicative competence in real social situation. • ⑵Wider range of language, motivate learners’ interest. • (3)Drawing on learners’ knowledge and experience Weak points • ⑴Difficult to tailor syllabus to students' needs
Textbooks are basic materials of CLT Introduce language structure and provide some exercises
Text-based materials
The role of instructional materials
Task- based materials
• Articles: «交际教学法问题之思考» 张伊娜 外语与外语 教学 2006 No.4 The Communicative Approach to the Teaching of English As A Foreign Language John C. Knightley 1995
Background or historical information
• Communicative language teaching (CLT) was produced in the early 1970s and became popular in China at the end of 70s.