英语教学法 王蔷 Unit 2 Part 1 Communicative Language Teaching

• In this way, the structure of the sentence will be learned and remembered, and the students may be able to compose grammatically correct sentences, e.g. Have you had your supper? Yes, I have. /No, I haven’t.
(P19)
During the 1970s, some British applied linguists emphasized the functional and communicative potential of language. The need to focus in language teaching on communicative proficiency/competence rather than on mere mastery of structures
Teaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence. (see Keys to Task 5)
Hymes’ view of communicative competence (1979)
formally possible (grammatically acceptable) 语法性 understandable to human beings 可接受性 in line with social norms in fact done: Do people actually use language this way? 可操作性 得体性
DISCUSSION Work in groups of 4-6 and discuss how to improve learners’ communicative competence in language teaching and learning?
Implications for teaching and learning
Step 3 Teacher explains the grammatical structure or rules and tells the students to be clear and remember the tense used in the sentence “the present perfect tense” and the formation of this kind of tense (have + p.p.), and the form of question and negation (have/has+ subj.; Subj.+ have/ has + not), and their abbreviation: haven’t/hasn’t.
What are the differences between language used in real life and the traditional language teaching?
Task 1
I. Language use in real life vs. traditional pedagogy
Unit 2 Part 1
Communicative Language Teaching
WarmingWarming-up Question
If you are a teacher, how can you teach the following sentence to your students? Have you it’s a usual informal greeting, ’ and it has the same function as “Hello”. ” • But for English, it often means an invitation (Are you inviting me?) or a formal question (Why do you ask me such a personal question?). He will feel confused if the Chinese moves away without waiting for the answer.
Conclusion
In communication, a certain sentence can be understood very differently in different situations.
• For students, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the sentence structures.
Canale and Swain’s Four dimensions of communicative competence (1980)
Grammatical competence (语法能力 语法能力) 语法能力 Sociolinguistic competence （社会语言能力） 社会语言能力） Discourse competence （语篇能力） 语篇能力） Strategic competence （策略能力） 策略能力）
• But when two Chinese people meet in real life, Xiao Li says to Lao Wang: Have you had your lunch?
Li means (function): A question: ask if Wang has eaten the meal or not. Greeting: Hello. Invitation: Invite Wang to a meal (Come, it’s my treat) Suggestion: You should have your lunch.
(Richards & Rodgers, 1986:71)
Hedge’s five main components of communicative competence (2000)
Linguistic competence （语言能力） 语言能力） Pragmatic competence （语用能力） 语用能力） Discourse competence （语篇能力） 语篇能力） Strategic competence Fluency （策略能力） 策略能力） （流利性） 流利性）
Traditional pedagogy Focus on forms of language Focus on one or two language skills To isolate language from context Language use in real life Communicative functions of language Integration of both receptive skills and productive skills Language is always used in a certain context.
• We are not teaching English, but we are teaching about English. • This seems to result in the phenomenon of “dumb English” in English teaching in China.
Welcome!
How can one become a good language teacher? (Textbook pp 8-10) • The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability.
The traditional teaching steps:
Step 1 Teacher reads the sentence and then gets the students to read the sentence after the teacher. Step 2 Teacher explains the meaning and translates the sentence from English into Chinese.
II. Communicative Language Teaching (CLT) 2.1 Communicative competence
Chomsky’s view of competence 乔姆斯基
Chomsky’s view of competence
According to Chomsky, “competence” refers to the tacit knowledge of language structures and the ability to use this knowledge to understand and produce language, that is, the abstract grammatical knowledge of language.
Step 4 Teacher gives more examples such as: Have you had your breakfast? Yes, I have / No, I haven’t. Step 5 Students do pattern drills and read the examples aloud again and again. Step 6 Students do some written exercises.
How can we bridge the gap between the traditional pedagogy and language use in real life?
• One possible solution to bridge the gap between classroom language teaching and real life language use is the adoption of communicative language teaching ( CLT). • The goal of CLT is to develop students’ communicative competence.