CLTTBLT实用学习教程.pptx

What are we going to do?Language use in the real life vs.traditional pedagogyWhat is communicative competence?Implications for teaching and learningPrinciples of Communicative Language Teaching CLT and the teaching of language skillsMain features of communicative activitiesTask-based Language TeachingPPP and TBLTHow to design tasks?Typical lesson for PPP and TBLTAppropriateness of CLT and TBLT in the Chinese context第1页/共69页Language use in the real life vs.traditional pedagogy A key questionWhat is the main goal of foreign language teaching?-to enable students to use the foreign language in work or life when necessary.So we should teach that part of the language that will be used(not all parts of the language);and we should teach language in the way it is used in the world.第2页/共69页Language use in the real life vs.traditional pedagogyBut is it what happened in our foreign language teaching classroom?第3页/共69页Language use in the real life vs.traditional pedagogy Interaction PatternsLook at the following interactionpatterns1.A B one person speaks to another2.A B one person speaks to two others C3.A B one person speaks to several others C D4.A B two people speaks to each other5.A B three or more people speak to each other C DNow think back over your day form the moment you got up,but ignore the time you spent learning in the classroom.For every time you spoke or engaged in conversation with anyone,decide which of the above interaction patterns applies to your communication.When you got up/finished your breakfast/left dormitory/went into canteen/What did you find was the most common interaction pattern in your day?Was it 4 or 5?How many times did you experience 1,2,and 3?Now think back over your last lesson,what was the most common interaction pattern?Does this pattern reflect real-life communication?Are you really learning to communicate(that means speaking and listening)with each other in English?第4页/共69页Language use in the real life vs.traditional pedagogy Traditional Teaching ProceduresWhat are the traditional teaching procedures in an English lesson?Stage 1 The students read aloud the new words and expressions by imitating their teacher.The teacher tries to help them remember the meaning of each word by reading it mechanically again and again.Stage 2 The students read the pattern dills aloud in the same way as they did with the new words for the same purpose,and then translate them one by one into Chinese.Stage 3 The teacher then begins to deal with the text,sentence by sentence and paragraph by paragraph:explaining the language points,dwelling upon the grammar rules,analyzing the sentences,providing the Chinese equivalents,giving the examples to demonstrate the usage of certain words and expressions.Stage 4 The teacher teaches grammar rules.The teacher explains and illustrates them by pointing to examples in the text or by taking examples from dictionaries or grammar books.Stage 5 Students do the written exercises,such as filling in the blanks with the correct forms of the verbs,adverbs,or prepositions,or they do multiple-choice exercises.第5页/共69页Language use in the real life vs.traditional pedagogy Characteristics What are the characteristics of traditional pedagogy?-presents and practices only the structures of the language -language items are practiced several times in order to establish the structures in the memories of the students -students eventually acquire the ability to store in their mind isolated words;to learn and apply grammar rules;and to compose grammatically correct sentences第6页/共69页Language use in the real life vs.traditional pedagogy DifferencesWhat are the differences between language use in real life and language learned under the traditional pedagogy?municative functions vs.language forms 2.all language skills used vs.one or two focused 3.context-based vs.isolation of language from context第7页/共69页CLT&TBLTWhy are CLT and TBLT so popular in China?-it can partially solve the problems that existed in foreign language teaching in China.What are the goal of CLT?-to develop students communicative competence.第8页/共69页What is communicative competence?What is communicative competence?Three ExamplesExample 1 Imagine you want the window opened,how would you ask the following people to do it?your child your teacher a stranger on a train your friend Did you use the same expression each time or did you use different forms and address people differently?In English they might be:John,open the window for dad.Sir,do you think we could have the window open,please?Excuse me,would you mind opening the window?Mary,could you open the window,please?A communicative function could be expressed by many different forms.第9页/共69页What is communicative competence?Example 2 Look at the expression Is there any more tea?,what function could it have?If you are the guest,you If you are the host,you If you are writing a shopping list,you If you are in the shop and there only one packet of tea on the shelf,you If you are the guest,you could be asking for your tea to be topped up.=May I have some more,please?If you are the host,you might be asking the guest to check the tea-pot so that you can fill it up if necessary.=Shall I make some more?If you are writing a shopping list,you might be asking your husband or wife if you need to buy more tea.=Do I need to buy more?If you are in the shop and there only one packet of tea on the shelf,you might be asking the shopkeeper if there are any more,because you want to buy two packets.=I want to buy some more.One language form can have many functions 第10页/共69页What is communicative competence?Example 3 When two Chinese people meet,A says to B:“Have you had your lunch?”1.What does A want to do by saying this?a)A genuinely wants to know if B has eaten the meal.It is a question for information.b)A wants to invite B to a meal.This is a polite beginning of an invitation.c)A want s to say“Hello”.It is an informal greeting.2.If you were B,how would you respond to A?Therefore,knowing how to make correct sentences is only one part of what we mean by knowing a language,which is of course an essential part,but it has very little value on its own;it has to be supplemented by a knowledge of the appropriateness and the functional valve of the language when it is used as a normal means of communication.第11页/共69页What is communicative competence?What is communicative competence?In real communication,three basic skills are involved:1.the ability to understand language structure and vocabulary and to compose structurally correct sentences;2.the knowledge of possible communicative functions of linguistic forms(e.g.Have you had your lunch?=a greeting or an invitation);3.the ability to take into consideration the knowledge of the situation and social factors and relate them to linguistic forms,in order to interpret or express the intended meaning.第12页/共69页What is communicative competence?What is communicative competence?-the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.第13页/共69页What is communicative competence?Communicative competence is the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom.Communicative competence includes -knowledge of the grammar and vocabulary of the LANGUAGE -knowledge of rules of speaking(e.g.knowing how to begin and end conversations,knowing what topics may be talked about in different types of SPEECH ENENTS,knowing which ADDRESS FORMS should be used with different persons one speaks to and in different situations).-knowing how to use and respond to different types of SPEECH ACTS,such as requests,apologies,thanks,and invitations.-knowing how to use language appropriately(when producing an utterance,a speaker needs to know that it is grammatical,and also that it is suitable/appropriate for the particular situation.)(Longman Dictionary of Language Teaching&Applied Linguistics,2000)第14页/共69页What is communicative competence?What is communicative competence?5 -Linguistic competence:the 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 vocabulary and structure depends on the setting,the speakers and their relationships;knowing when to speak,when not,what to talk about with whom,when,where and in what manner.-Discourse competence:ability to create coherent written text or conversation and the ability to understand them;to initiate,develop,enter,interrupt,check or confirm in a conversation.第15页/共69页What is communicative competence?-Strategic competence:communication strategies;strategies one employs when there is communication breakdown due to lack of resources.-Fluency:the smoothness or flow with which sounds,syllables,words and phrases are joined together when speaking quickly;prefabricated language can help learners produce the language more fluently which can be easily retrieved from memory;“in my opinion”/“to make a long story short”/“I agree with this but”/“take things for granted”/“generally speaking”第16页/共69页Implications for Teaching and Learning In order to develop learners communicative competence,what should teacher do in real teaching and learning?CpetenceCpetenceImplications for language teachingImplications for language teachingLinguistic competenceLinguistic competenceTeachers need to help learners:Teachers need to help learners:achieve accuracy in the grammatical achieve accuracy in the grammatical forms;pronounce the form accurately;build a range of vocabulary;forms;pronounce the form accurately;build a range of vocabulary;achieve accuracy in syntax and word formation;achieve accuracy in syntax and word formation;Pragmatic competencePragmatic competenceTeachers need to help learners:Teachers need to help learners:learn the relationship between learn the relationship between grammatical forms and functions;use stress and intonation to express grammatical forms and functions;use stress and intonation to express attitude and emotion;understand and use emotive tone;attitude and emotion;understand and use emotive tone;Discourse competenceDiscourse competenceTeachers need to help learnersTeachers need to help learners:take longer turns,use discourse:take longer turns,use discourse markers and open and close conversation;be able to use cohesive markers and open and close conversation;be able to use cohesive devices in reading and writing texts;devices in reading and writing texts;Strategic competenceStrategic competenceTeachers need to help learners:Teachers need to help learners:to take risks in using the language;to to take risks in using the language;to use a range of communicative strategies;use a range of communicative strategies;FluencyFluencyTeachers need to help learners:Teachers need to help learners:be able to respond with reasonable be able to respond with reasonable speed in real time;deal with the information gap of real discourse;speed in real time;deal with the information gap of real discourse;第17页/共69页Principles of Communicative Language TeachingCommunication Principle:involve communication that is as real as possible,i.e.that involves communicating about something the learner does not know and is genuinely interested in.(涉及交际的活动可以提高学习效果)Task Principle:involve meaningful tasks that require the learners to DO things with the language:e.g.identify locations on maps.（用语言完成有意义的任务的活动可以提高学习效果）Meaningfulness Principle:involve useful language,i.e.the language that learners might need to use outside the classroom,based around topics and situations that are useful,relevant and interesting to them.（对学习者有意义的活动有利于学习过程）第18页/共69页CLT and the Teaching of Language SkillsSome viewpoints in CLT:The goal of CLT is to develop learners communicative competence,that means to develop learners all language skills,namely,listening,speaking,reading and writing.For listening and speaking,learners should have chance to listen to and produce/speak what is meaningful,authentic,unpredictable,and creative if possible,not just listen to the tape or repeat after teacher.The purpose of reading is to extract meaning or information,not to learn the vocabulary or grammar.The learning of vocabulary and grammar is to facilitate the process of extracting meaning or information.More focus on communicative goals of writing.Learner should practice how to make meaningful and authentic writing that they write in reality.CLT requires a higher level of communicative competence on teacher,who spend a great deal of time on managing learning,setting up activities,organizing resources,guiding learners in pair/group work.第19页/共69页Main Features of Communicative ActivitiesWhat are the features of genuine communication?Consider the following example in which a man(A)speaks to a woman(B)at a bus stop:A:Excuse me.B:Yes?A:Do you have a watch?B:Yes why?A:I wonder if you could tell me what time is?B:Certainly its three oclock.A:Thank you.B:Dont mention it.Questions:1.Why does the man start the conversation?2.When he starts to talk to the woman,does she have any idea what he is going to say?3.Do the speakers have to use exactly the same expressions as in the dialogue?Can they change their sentence to other forms and still express the same meaning?NecessityUnpredictabilityChoice of language第20页/共69页Main Features of Communicative ActivitiesExerciseConsider the following activities,which ones are communicative activities and which not?1.“Jigsaw”listening or reading-the students read or listen to different texts,then they exchange with each other the information they have gained from them.2.Drilling exercises.3.The teacher refers to a picture which everyone in the class can see and asks questions about the picture.4.Mini-research and questionnaires-students walk around the class to do a mini-investigation on certain topic they are interested in by asking the other students questions.5.Students make sentences following the given pattern or sentence structure.6.Students present their own ideas or opinions on certain topic.7.Students read the text aloud.8.Students speak according to the roles assigned to them in a given situation.YYYYNNNN第21页/共69页Main Features of Communicative ActivitiesStudents must have a desire to communicate.If they do not want to be involved in communication then that communication will be probably not be effective.Students should have some kind of communicative purpose:they should be using language in some way to achieve an objective,and this objective/purpose should be the most important part of the communication.Students attention should be centered on the content of what is being said or written and not the language form that is being used.Students will have to deal a variety of language(either receptively or productively)rather