communicative language teaching 交际语言教学.ppt

communicative communicative language teaching language teaching 交际交际语言教学语言教学•Definition•Two types•Features•Six Criteria•The advantages and disadvantages•The characteristics of a successful speaking activityDefinition Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”. 交际教学法的核心认为语言首先是一种社会交际的工具，因而主张以具体的交际功能项目如问候、邀请、作客、看病等主要线索来安排教学内容，并根据学生将来工作的实际需要来确定其培养目标的侧重面，加强针对性。

 The concept is supposed to be language teaching ideas, not an approach or method. (交际语言教学是一种教学理交际语言教学是一种教学理念念,而不是一种有固定模式的教学而不是一种有固定模式的教学法法) Two Types Functional communication activities (功能性交际活动)Social interaction activities (社会交往活动) ones aimed at developing certain language skills and functionsConversation and discussion session, dialogues and role plays, simulations, skits, improvisations, and debates1. Functional communicative activities1.sharing information with restricted cooperation2.Sharing information with unrestricted cooperation3.Sharing and processing information4.Processing information2.Social interaction activities1.using the foreign language for classroom management2.using the foreign language as a teaching medium3.conversation and discussion sessions4.basing dialogues and role-plays on school experiencePrinciples of the communicative approach 　　　1. the communicative principle: Activities that involve real communication promote learning. 　 2. the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).　 3. the meaningfulness principle: Language that is meaningful to the learner supports the learning process. Features ---- An emphasis on learning to communicate through interaction in the target language. ---- The introduction of authentic texts into the learning situation (Authentic material is a must, because students cannot extrapolate(进行推断进行推断) to the real world from their learning on made-up material) ---- The provision of opportunities for learners to focus not only on language, but also on the learning process itself. ---- An enhancement of the learner's own personal experience as important contributing elements to classroom learning. ---- An attempt to link classroom language learning with language activation outside the classroom Four Conceptions of CLT CLT is learning to communicate in L2.  Learning to communicate was an important attribute of CLT, and through the survey, these teachers agreed that the students’ motivation to continue language study was directly related to their success in actually learning to speak the language. Also, three challenges created further tensions for teachers is promoting communication in the L2. These include subject matter articulation, lack of institutional support and their lack of proficiency in the L2 CLT uses mainly speaking and listening.  CLT focus on speaking and listening skills. The teachers agreed that the instruction of such skills preceded the teaching of struction of such skills preceded the teaching of reading and writing. That L2 acquisition was most successful when based on an oral approach, and that students could still be successful in learning to communicate in a L2 even if they did not read well. The teachers did not attribute weak oral competence to a lack of objective means in teaching it.  CLT involves little grammar instruction. Quite a few teachers understood CLT as not involving grammar, or any type of language structure. It is interesting to note that puzzlement over issues surrounding grammar also manifested itself within another challenge teachers had with learning styles. Most teachers acknowledged that they had to be aware of students’ learning styles.CLT uses (time consuming) activities. CLT used activities that must be fun, and almost all teachers admitted that preparing such jovial activities was time intensive. However, almost all teachers reported they needed more time to prepare materials for CLT activities, which related directly to the fact that these teachers perceived there existed a lack of good materials including textbooks for communicative language instruction. (1)to facilitate the communication process between all participants in the classroom (2)to act as an independent participant within the learning-teaching groupGuide•Researcher•Group processing manager•CounselorOrganizerTwo main roles Six Criteria for evaluating communicative classroom activitiesl Communicative purposel Communicative desirel Content, not forml Variety of languagel No teacher interventionl No materials controlWhat teachers and students should do？？Øprovide opportunities for active communicative interaction among students Ømake language learning meaningful for the studentsØ encourage the students to use English in an authentic contextFor communicative activities to take place, the teacher needs to start from controlled structural activities to social problem solving activities. To make activities communicative, •first, necessity must be created to let the students feel that they need, they must and they want to communicate;•Second, unpredictability must be maintained, to ensure the communication of new information; • Third, appropriateness should be achieved. For effective communication, proper language should be used, that language should be relevant to the situation, to the status of the speaker.The Advantages and Disadvantages of Communicative ApproachAdvantages•Wider considerations of what is appropriate and what is accurate •Wider range of language•Realistic and motivating language practice •Drawing on learners’ knowledge and experience Disadvantages•Difficult to tailor syllabus to students’ needs •Fossilization of learners’ errors •Unclear about how rules of use can be taught The The characteristics of a successful speaking activity:Learners talk a lot.    As much as possible of the period of time allotted to the activity is in fact occupied by the learner talking.   (An important  criteria for evaluating effective teaching) Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed.•Motivation is high.• Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective.Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.王蔷：王蔷：《《小学英语教学法教程小学英语教学法教程》》 Thank You~~ 结束语结束语谢谢大家聆听！！！谢谢大家聆听！！！32。