交际法PPT复习课程.ppt

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1、交际法交际法PPTPPTOutline1.Background2.Theoreticalbasis3.Design4.Procedure5.Theadvantagesanddisadvantagesofcommunicativeapproach6.ThesituationoftheapplicationandresearchofCAinChina7.ConclusionThebackgroundoftheCLTTheoriginsofCommunicativeApproacharetobefoundinthechangesintheBritishteachingtradition,dating

2、fromthelate1960s.Americanlinguistits:structurallinguistictheoryBritishlinguistits:thefunctionnalandcommunicativepotentialoflanguage;focusinlanguageteachingoncommunicativeproficiencyratherthanmerelymasterthestructures.ChangingeducationalrealitiesinEurope:increasingindependenceofEuropeancountries,then

3、eedforthegreatereffortstoteachadultsthemajorlanguagesofEuropeanCommonMarket,thecouncilofEurope.Inthemid-1970sthescopesofcommunicativelanguageteachinghasexpandedbothAmericanandbritishproponentsanditwasregardedasanapproachaimingtomakecommunicativecompetencethegoaloflanguageanddevelopproceduresforteach

4、ingofthefourlanguageskillsthatacknowledgetheinterdependenceoflanguageandcommunication.TheoreticalBasisTheoryoflanguage(a)Hymescommunicationcompentence(b)Hilldaysfunctionalaccountoflanguageuse(c)Henrywiddowson,CanaleandSwain:Fourdimensionsofcommunicativecompetence:Grammaticalcompetence语法能力Sociolingui

5、sticcompetence社会语言能力Discoursecompetence话语能力Strategiccompetence策略能力TheoryofLearning(a)Communicationprinciple(b)StephenKrashen:acquisitionvslearning(c)JohnsonandLittlewood:askill-learningmodeloflearning(a)Communicationprinciplecommunication principle:activitiesthatinvolverealcommunicationpromotelearni

6、ng.task principle:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.(Johnson1982)meaningfulness principle:languagethatismeaningfultothelearnersupportsthelearningprocess.(b)StephenKrashen:acquisitionVSlearningAcquisition:referstotheunconsciousdevelopmentofthetarget-languages

7、ystemasaresultofusingthelanguageforrealcommunication.Learning:istheconsciousrepresentationofgrammaticalknowledgethathasresultedfrominstruction,anditcannotleadtoacquisition.Krashenandothersecondlanguagetheoriststypicallystressthatlanguagelearningcomesaboutthroughusinglanguagecommunicatively,rathertha

8、nthroughpracticinglanguageskills.(c)JohnsonandLittlewood:askill-learningmodeloflearningAccordingtothistheory,theacquisitionofcommunicativecompetenceinalanguageisanexampleofskilldevelopment.Thisinvolvestwoaspects:the cognitive aspect:involvestheinternalizationofplansforcreatingappropriatebehavior.For

9、languageuse,theseplansderivemainlyfromthelanguagesystemtheyincludegrammaticalrules,proceduresforselectingvocabulary,andsocialconventionsgoverningspeech.the behavioral aspect:involvestheautomationoftheseplanssothattheycanbeconvertedintofluentperformanceinrealtime.Thisoccursmainlythroughpracticeinconv

10、ertingplansintoperformance.(littlewood1984:74)DesignDesigninCLT Objective The syllabus Learner roles Teacher roles The role of instructional materialsDesignObjectiveTheobjectiveofCLTistodevelopstudentscommunicative competence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtouset

11、helanguageappropriatelyincommunicativesituations.Five components of communicative competenceSyllabus1.structures plus functions(结构公式加功能式)Wilkins(1976)2.functional spiral around a structural core（以结构为核心的螺旋上升式)）Brumfit(1980)3.structural,functional,instrumental（结构，功能，工具式）Allen(1980)4.functional（功能式）Jup

12、p and Hodlin(1975)5.notional （意念式）Wilkins(1976)TypeReference6.interactional Widdowson(1979)7.task-based Prabhu(1983)8.Learner generated Candlin(1976),Henner-Stanchina and Riley（1978）Learner rolesThe role of learner as negotiator.(Breen and Candlin)Learner works in small group and pairs to complete t

13、he tasks cooperatively.Learner s should contribute as much as he gains,and thereby learn in an interdependent way.TeacherrolesTwo main roles:1.tofacilitatethecommunicationprocess2.toactasanindependentparticipantwithinthelearning-teachingprocessOther roles：Anorganizer,aguide,aresearcherandlearner,ana

14、lyst,counselor,groupprocessmanagerTheroleofinstructionalmaterials PractitionersofCLTviewmaterialasawayofinfluencingthequalityofclassroominteractionandlanguageuse.ThreekindsofmaterialscurrentlyusedinCLT:text-based materials:textbooksdesignedtodirectandsupportCLT.Somerepresentativetextbooks:Communicat

15、e(1979)MarrowandJohnsonPair Work(1981)Watcyn-Jones English Language Syllabus(1975)task-basedmaterials:Avarietyofgames,roleplays,simulations,andtask-basedcommunicativeactivitieshavebeenpreparedtosupportCLTclasses.realia（实观教具）:Objectsandmaterialfromeverydaylifeusedasteachingaids,suchassigns,magazines,

16、advertisements,newspaper,graphicandvisualsources.ProcedureProcedure Communicativelanguageteachingusesalmostanyactivitythatengageslearnersinauthenticcommunication.So,thedescriptionoftypicalclassroomproceduresusedinalessonbasedonCLTprinciplesisnotfeasible.Neither the activities or the ways of CLT proc

17、edures are exclusive to ClT classroom.CLT procedures are evolutionary rather than revolutionary.Example:A lesson outline for teaching the function making a suggestion offered by Finocchiaro and Brumfit on P170The methodological procedures underlying these texts reflect a sequence of activities repre

18、sented in Littlewood(1981:86)as follow:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activities(1)Pre-communicative activitiesIntendedtopreparelearnersforcommunicativeactivities:drilling,mo

19、delingandrepetitions,focusedstrcturaldialogues,controlledroleplays:usingcluesorpromptsforpractices.a.StructuralactivitiesMainlyfocusonformandaccuracy.Studentsattentionisforcedtocertainstructuresorfunctions.b.Quasi-communicativeactivitiesFocusmoreonmeaningandcommunication.Teacherstillhavesomecontrolo

20、verthelanguagewhichstudentsareexpectedtoproducebuttheyhavemoreroomfortheirproduction.(2)Communicative activitiesa.FunctionalcommunicationactivitiesIdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequencesoflocationsCommunicatingpatternsandpicturesCommuniativemodelsFollowingdirectonsReconstruc

21、tingstory-sequencePoolinginformationtosolveaproblemb.SocialinteractionactivitiesRole-playingthroughcueddialoguesRole-playingthroughcuesandinformationRole-playingthroughsituationandgoalsRole-playingthroughdebateordiscussionLarge-scalesimulationactivitiesImprovisationThe points needed to pay attention

22、 to:Listening and speaking:a.Redefinedintermsoftherealcommunicativeuse.b.Listeningisviewednotonlyasthecounterpartofspeaking,butasanindependentskillwithitsownobjectvities.c.Studentsshouldhavethechancetolistentoandproducewhatismeaningful,authentic,unpredictable,andcreative.ReadingRedefinedtofocusonthe

23、purposeofreading.InCLT,readingistoextractmeaningorinformationandthelearningofgrammarandvocabularyistofacilitatesuchaprocess.InCLTwithdifferentreadingpurposes,studentsusedifferentskills,suchasskimming,scanning,etc.WritingFinally,inCLT,thewritingskillhasbeenexpandedtofocusonitscommunicativegoalsaswell

24、.Studentsshouldhavethechancetowritetoexpresstheirownfeelingsordescribetheirownexperiences,thusmakingthepracticeofwritingmeaningfulandauthentic.The Advantages and Disadvantages of the Communicative Language TeachingAdvantages 1)Develop students communicative competence.2)Make language learning signif

25、icant for students as the goal setting in line with students real needs.3)Stimulate students to use English interacting with others in authentic context.4)Enhance the relationship between the teacher and the studentsDisadvantages1)High requirements for the teachers.a.The teachers need to renew their

26、 teaching conceptions.b.The teachers should armed with varied knowledge and not confined in his own filed.c.The teachers should observe students psychological changes and avoid the emergence of negative emotions.d.The teacher should use appropriate teaching methods and approaches to enlist students

27、enthusiasm and interest.2)Difficulties in finding an ideal and practical instruction materials3)More emphasis were laid on spoken language,but both spoken and written are medium for language learning.Meanwhile the Grammar seems to be neglected as considering that the communication takes place withou

28、t presence of the form.4)Fossilization of learnersIn communicative teaching approach,the fluency highly emphasized than accuracy of using target language.However,thistheoryisdistortedbysometeachers,theyconsiderthatthemasteryoflanguageisbycontinuouscommunicationpracticeandtheyunconsciouslyinterpretsh

29、elanguageknowledgeandnotinstanttakesomeactiontocorrectlearnerserrorsintheirteachingactivities.So,itmayreinforcelearnerserrors.The Situation of the Application and Research of Communicative Approach in ChinaThe Application of Commuicative Approach in ChinaAt the beginning of 1986,China Central Televi

30、sion(CCTV)began to broadcast Follow Me to the nation,using the communicative approach principle to write English teaching material-Follow me,to show the actual use of language in communicative field.Especiallysince1986,accordingtothecurrentconditionsofourcountry,theStateEducationCommissionorganizeto

31、reviseandformulatetheSyllabus-Full-timeMiddleSchoolEnglishTeachingSyllabusandCollegeEnglishTeachingSyllabus（全日制中学英语大纲和大学英语教学大纲）.Thecommonfeaturesaretoemphasizethecultivationoftheabilitytouselanguagetocommunicateforstudents.The Application of Commuicative Approach in ChinaResearcherstestedtheteaching

32、system:Context-Structure-Enlightenment-CommunicationinNorthChina.Researchersexploredtheteachingmethod:Cognition-Acquisition-communicationinCentralChina.TheApplicationofCommuicativeApproachinChina:Somepositiveattempts2022/11/18Inlate1970s,CAwasfirstintroducedintoChinaandstartedtoinfluencetheforeighla

33、nguageteachingofourcountryevensince.Attheverybeginning,CAwasadoptedbycollegeteachersinteachingEnglishmajorstudents,buttherewardwaslittle.Thenitwasappliedinthestudentswhoweregoingabroad,andfailedeither.At that time,many scholars have tried to introduce CA to China,includingCandlinandHuWenzhong.Furthe

34、rmore,SunLiandXinBindiscussedaboutCAintheirrepectivetheses.ShiBaohuialsodidsomeresearch about the relationship between CA and its actual application.Unfortunately,noneofthemmanagedtointroduceCAsystemeticallyandsynthetically.They just expressed their own opinions on certain aspect,therefore,peoplehav

35、eagreatdealofconfusion.The Research of Commuicative Approach in China2022/11/18Inrecentyears,CAhaswonsomeacclaim,butproblemsstillexist.SomescholarsdomuchreseachandempiricalstudiesandproposesomesuggestionstomakeCAmeetthedemandsinChinesecontext.Forexample,Guanyi(1989)raisedtheideatointegrateCAwithtrad

36、itionalmethodtomakethemsupplementeachother.Kuang(2001)suggeststhatCAshouldbesynthesizedwithmulti-mediateachingmethod.Onthewhole,allthestudieshavecontributedtotheapplicationofCAinChinaandimprovedthecurrentsituationofELTaswell.The Research of Commuicative Approach in ChinaConclusionConclusionCLTisbest

37、consideredanapproachthanamethod.Theoretically,itcanhelptoimprovestudentslanguageskillsthroughdifferentactivities.Becauseofgretcontextualdifferences,noneofthepublishedwesterntechingmethodscouldbedirectedappliedinChinasEnglishteachingcontext.TeachingsituationswithChinaalsomaintaindiversities.Soforteachers,thebestthingtodoistodeveloponesownteachingmethodsbasedonthecontextwhereoneteachesandintegratesthemeritsofdifferentmethodologiestoservethepurposeofonestechingobjectivesandtheneedsofonesstudents.