交际法语言教学流派评析ppt课件.ppt

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1、Communicative Language TeachingBackground 1Chomsky- incapable of accounting for the fundamental characteristic of language, that is, the creativity and uniqueness of individual sentences British applied linguists- inadequately addressed in approaches to language teaching at that time, that is, the f

2、unctional and communicative potential of language So they saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of stuctures. 2Another impetus -came from changing educational realities in Europe. 3D.A. Wilkins- an analysis of the communicative meanings t

3、hat a language learner needs to understand and expresstwo types of meanings: notional categories and categories of communicative function 4CLT also can be called notional-functional approach and functional approach. Both American and British proponents now see it as an approach( and not a method ) t

4、hat aims to (a) the goal of language teaching-communicative competence (b) procedures -acknowledge the interdepence of language and communication For some, CLT means little more than an integration of grammatical and functional teaching.（Littlewood） For others, it means using procedures where learne

5、rs work in pairs or groups employing available language resources in problem-solving tasks. 5Howatt- “weak” and “strong“ version of CTL “weak version”，learning use “strong version”, using English to learn it 6Finocchiaro and Brumfit contrast the major distinctive features of the Audiolingual Method

6、and the Communicative Approach.(P156) 7Bronislaw Malinowski and John Firth- the focus on communicative and contextual factors in language use John Firth- focusing attention on discourse as a subject and context for language analysis and language needed to be studied in the broader sociocultural cont

7、ext of its use 8Applebee- learner-centered and experience-based view of second language teachingConclusion Common to all versions of CLT is a theory of language teaching that starts from a communicative model of language and language use, and that seeks to translate this into a design for an instruc

8、tional system, for materials, for teacher and learner roles and behavious, and for classroom activities and techniques.Approach Approach- theory of language Approach- theory of learning Approach-theory of language 1Hymes- develop communicative competence incorporating communication and culture be co

9、mmunicatively competent in a speech community a person who acquire communicative competence acquires both knowledge and ability for languange use with respect to four points(P159) 2Halliday- functional account of language use “through the study of language in use are all the functions of language, a

10、nd therefore all components of meaning, brought into focus” describes seven basic functions that language performs for children learning their first language(P160) 3Henry Widdowson- his view on the communicative nature of language He presented a view of the relationship between linguistic systems an

11、d their communicative values in text and discourse. He focused on the communicative acts underlying the ability to use language for different purposes 4Canale and Swain- four dimensions of communicative competence grammatical competence sociolinguistic competence discourse competence strategic compe

12、tenceConclusion At the level of language theory, CLT has a rich ,if somewhat eclectic, theoretical base. Some characteristics of this communicative view of language follow: 1. language is a system for the expression of meaning 2. the primary function of language is to allow interaction and communica

13、tion 3. the structure of language reflects its functional and communicative uses 4.the primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourseApproach-theory of learning 1Elements of an under

14、lying learning theory can be discerned in some CLT practices. A. activities that involve real communication promote learning B. activities in which language is used for carrying out meaningful tasks promote learning (task principle) C. language that is meaningful to the learner supports the learning

15、 process(meaningfulness principle) 2Krashen Learning is the as conscious representation of grammatical knowledge that has resulted from instruction, and it cannot lead to acquisition. The learned system can serve only as a monitor of the output of the acquired system. 3Johnson and Littlewood- consid

16、er an alternative learning theory that they also see as compatible with CLT-a skill-learning model of learning. This theory thus encourages an emphasis on practice as a way of developing communicative skills.Design Design-objectives Design- the syllabus Design- types of learning and teaching activit

17、ies Design- learner roleDesign -objectives Piepho discusses five levels of objectives in a communicative approach.(P162) Particular objectives for CLT cannot be defined beyond this level of specification. These needs may be in the domains of reading, writing, listening, or speaking, each of which ca

18、n be approached from a communicative perspective. Curriculum or instructional objectives for a course would reflect specific aspects of communicative competence. Design- the syllabus Wilkins- notional syllabus The Council of Europe expanded and developed this syllabus Widdowson critized that notiona

19、l-functional categories Yalden describes the major current communicative syllabus types.(P164) Malaysian communicative syllabus (one example) unlimited Littlewood- functional communication activities and social interaction activities.Design- types of learning and teaching activitiesDesign- learner roles Breen and Candlin- negotiator Successful communication is an accomplishment jointly achieved and acknowledged.Thank you for your attention解悦