交际语言教学法
The Communicative Approach 交际教学法
既然教师的支配地位已经丧失，学生就成为 了自己学习的主人，即对自己的学习负责。他们 首先是交际者。他们积极地参与到传达意思—— 使自己被理解——的交际活动中，即使他们的目 标语知识尚不完全。学生们通过交际学习交际。 他们的情感应该受到足够的重视。同时，教师应 该给学生机会让其发表意见与观点以展示他们的 个性。这样做可以使学生将自己的个性特点和外 语溶为一体，以至从情感上对外语有一种安全感 。最终，学生的这种安全感又在与其他学生和教 师，这类教材设 计了各种各样的游戏、角色表演、模仿和任务型 的交际活动。教材通常包括练习册、提示卡、活 动卡、双人交流练习材料、学生交流练习册等。 在双人交流材料中通常有两套不同的材料，分别 为两位中的每位准备的。这两套材料有时是互补 的，每位同学必须通过获取对方掌握的信息，才 能把各自手中的材料补充完整。有时要求他们分 别扮演不同的角色，两人之间有一定关系(比如 采访者和被采访者)。教材还提供其它一些材料 以交流的形式让学生进行操练和实践。
教师和学生在教学中的任务和作用
教师不再能起到以往以教师为中心的教室里那 种支配作用。在交际法的教室里，教师只是学生 学习的帮助者，正因为这一点，教师应在教学中 扮演多重角色。教师的主要角色是课堂活动的组 织者，负责创造和促进最适合语言交际的情境。 在课堂活动中，教师的角色又成为指导者，回答 学生问题，监控其语言运用。有时教师又成为交 流者，与学生共同参加语言的交流活动。因此， 在交际法课堂上教师的目标语水平和教学热情都 会在很大程度上影响教学策略的效果。
英语常用交际口语教学方法(最新完整版)
英语常用交际口语教学方法(最新完整版)英语常用交际口语教学方法英语常用交际口语教学方法：1.交际法：通过教学交际，培养学生英语交际能力。
交际法是建立在语言学、心理学、人类学、社会学新学科理论上的教学法，兼收并蓄、多功能、开放式。
2.听说法：早期交际法，结构法的一种，源于美国。
以结构——功能句型教学为大纲，以听说训练为主，以培养口语能力为首要任务，重视语音语调的正确，语法知识的讲解，课堂操练和真实情景的结合。
3.全身反应法：教与学都是从身体各部位的动作开始的，学生通过全身各个部位的反应来学习英语。
4.自然法：学习者学习新的语言时，尽量在自然的环境中领悟语言知识并进行可理解性的输入。
5.全身动作反应法：它强调在理解的基础上加强身体各部分的反应，也就是在全身活动中学习。
6.合作学习法：它是指学生通过分工合作共同达成学习目标的一种学习方式。
它的关键是“合作”。
7.自主学习法：它是一种以学生为中心，强调学生“学”的内在需求，注重学生的自主学习模式。
8.情景教学法：情景是教师根据课文内容创设的情景对话。
以上就是一些英语常用交际口语教学方法，您可以根据您的需求和环境进行选择。
英语口语教学方法现状目前，英语口语教学方法呈现多样化的趋势，其中包括语法-翻译法、交际法、社团戏剧法和会话法等。
其中，语法-翻译法作为一种最简单的方法，适用于学习时间不长的英语学习者；交际法则是一种较为高级的方法，要求学生在模拟真实的场景中使用英语进行交流。
另外，交际法也是现阶段我国中学英语课堂使用得最广泛的一种方法。
该方法在本质上是互动的、交际的。
此外，多媒体教学也日益成为一种重要的辅助手段，能够通过声音、图像等多种形式展示教学内容，提高学生的学习兴趣和效率。
但是，多媒体教学也存在一定的局限性，如课件容易流于形式，效果上乘但操作上乘的课件价格昂贵等。
在口语教学方面，教师还需要注重培养学生的语感，通过大量的听力和口语练习来提高他们的表达能力。
交际语言教学法的定义
交际语言教学法的定义
交际语言教学法是一种以培养学生的交际能力为主要目标的语言教学方法。
该方法注重培养学生运用语言进行真实交流的能力，使学习者能够在真实的语境中有效地表达自己的意思和理解他人的意图。
交际语言教学法强调学生的实际语言运用能力，注重语言交流的功能和目的，并通过模拟真实对话、角色扮演、情境讨论等活动来提高学生的交际能力。
该教学法的目标是培养学生的语言综合运用能力，使学生能够在实际生活中以流利、准确并符合交际习惯的方式进行交际。
communicativelanguageteaching交际语言教学法
communicativelanguageteaching交际语⾔教学法Communicative language teachingFrom Wikipedia, the free encyclopediaCommunicative language teaching (CLT), or the communicative approach, isan approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor, study of "authentic texts" (those written in the target language for purposes other than language learning), and use of the language in class combined with use of the language outside of class. Learners converse about personal experiences with partners, andinstructors teach topics outside of the realm of traditional grammar in order to promote language skills in all types of situations. This method also claims to encourage learners to incorporate their personal experiences into their language learning environment and focus on the learning experience in addition to the learning of the target language.[1] According to CLT, the goal of language education is the ability to communicate in the targetlanguage.[2] This is in contrast to previous views in which grammatical competence was commonly given top priority.[3] CLT also focuses on the teacher being a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach English but rather works on developing sound oral/verbal skills prior to reading and writing.Contents[hide]1Backgroundo 1.1Societal influenceso 1.2Academic influences2Classroom activitieso 2.1Role-playo 2.2Interviewso 2.3Group worko 2.4Information gapo 2.5Opinion sharingo 2.6Scavenger hunt3Critiques4See also5References6Further readingSocietal influences[edit]Language teaching was originally considered a cognitive matter, mainly involving memorization. It was later thought, instead, to be socio-cognitive, meaning that language can be learned through the process of social interaction. Today, however, the dominant technique in teaching any language is communicative language teaching (CLT).[4]It was Noam Chomsky's theories in the 1960s, focusing on competence and performance in language learning, that gave riseto communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by linguists Michael Halliday, who studied how language functions are expressed through grammar, and Dell Hymes, who introduced the idea of a wider communicative competence instead of Chomsky's narrower linguistic competence.[4] The rise of CLT in the 1970s and early 1980s was partly in response to the lack of success with traditional language teaching methods and partly due to the increase in demand for language learning. In Europe, the advent of the European Common Market, an economic predecessor to the European Union, led to migration in Europe and an increased population of people who needed to learn a foreign language for work or for personal reasons. At the same time, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceased to be confined to the elite academies. In Britain, the introduction of comprehensive schools, which offered foreign-language study to all children rather than to the select few in the elite grammar schools, greatly increased the demand for language learning.[5]This increased demand included many learners who struggled with traditional methods such as grammar translation, which involves the direct translation of sentence after sentence as a way to learn language. These methods assumed that students were aiming for mastery of the target language, and that students were willing to study for years before expecting to use the language in real life. However, these assumptions were challenged by adult learners, who were busy with work, and some schoolchildren, who were less academically gifted, and thus could not devote years to learning before being able to use the language. Educators realized that to motivate these students an approach with a more immediate payoff was necessary,[6] and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.[7] Additionally, the trend of progressivism in education provided further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning,[6] and as this idea gained traction in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to this trend, and teachers sought to find new methods, such as CLT, that could better embody this shift in thinking.[6] Academic influences[edit]In the mid 1990s, the Dogme 95 manifesto influenced language teaching throughthe Dogme language teaching movement. This proposed that published materials stifle the communicative approach. As such, the aim of the Dogme approach to language teaching is to focus on real conversations about practical subjects, where communication is the engine of learning. The idea behind the Dogme approach is that communication can lead to explanation, which will lead to further learning. This approach is the antithesis of situational language teaching, which emphasizes learning through text and prioritizes grammar over communication.[10]A survey of communicative competence by Bachman (1990) divides competency into the broad headings of "organizational competence", which includes both grammatical and discourse (or textual) competence, and "pragmatic competence", which includes both sociolinguistic and "illocutionary" competence.[11] Strategic competence is associated with the interlocutors' ability in using communication strategies.[11]CLT teachers choose classroom activities based on what they believe is going to be most effective for students developing communicative abilities in the target language (TL). Oral activities are popular among CLT teachers, as opposed to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted responses from students. Activities vary based on the level of language class they are being used in. They promote collaboration, fluency, and comfort in the TL. The six activities listed and explained below are commonly used in CLT classrooms.[6]Role-play[edit]Role-play is an oral activity usually done in pairs, whose main goal is to develop students' communicative abilities in a certain setting.[5]Example:1. The instructor sets the scene: where is the conversation taking place? (E.g., in acafé, in a park, etc.)2. The instructor defines the goal of the students' conversation. (E.g., the speaker isasking for directions, the speaker is ordering coffee, the speaker is talking about a movie they recently saw, etc.)3. The students converse in pairs for a designated amount of time.This activity gives students the chance to improve their communication skills in the TL in a low-pressure situation. Most students are more comfortable speaking in pairs rather than in front of the entire class.[5]Instructors need to be aware of the differences between a conversation and an utterance. Students may use the same utterances repeatedly when doing this activity and notactually have a creative conversation. If instructors do not regulate what kinds of conversations students are having, then thestudents might not be truly improving their communication skills.[5]Interviews[edit]An interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal skills in the TL.[12]Example:1. The instructor gives each student the same set of questions to ask a partner.2. Students take turns asking and answering the questions in pairs.This activity, since it is highly-structured, allows for the instructor to more closely monitor students' responses. It can zone in on one specific aspect of grammar or vocabulary, while still being a primarily communicative activity and giving the students communicative benefits.[12]This is an activity that should be used primarily in the lower levels of language classes, because it will be most beneficial to lower-level speakers. Higher-level speakers should be having unpredictable conversations in the TL, where neither the questions nor the answers are scripted or expected. If this activity were used with higher-level speakers it wouldn't have many benefits.[12]Group work[edit]Group work is a collaborative activity whose purpose is to foster communication in the TL, in a larger group setting.[13]Example:1. Students are assigned a group of no more than six people.2. Students are assigned a specific role within the group. (E.g., member A, memberB, etc.)3. The instructor gives each group the same task to complete.4. Each member of the group takes a designated amount of time to work on the partof the task to which they are assigned.5. The members of the group discuss the information they have found, with eachother and put it all together to complete the task.Students can feel overwhelmed in language classes, but this activity can take away from that feeling. Students are asked to focus on one piece of information only, which increases their comprehension of that information. Better comprehension leads to better communication with the rest of the group, which improves students' communicative abilities in the TL.[13]Instructors should to be sure to monitor that each student is contributing equally to the group effort. It takes a good instructor to design the activity well, so that students will contribute equally, and benefit equally from the activity.[13]Information gap[edit]Information gap is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them, in the TL.[14]Example:1. The class is paired up. One partner in each pair is Partner A, and the other isPartner B.2. All the students that are Partner A are given a sheet of paper with a time-table onit. The time-table is filled in half-way, but some of the boxes are empty.3. All the students that are Partner B are given a sheet of paper with a time-table onit. The boxes that are empty on Partner A's time-table are filled in on Partner B's.There are also empty boxes on Partner B's time-table, but they are filled in onPartner A's.4. The partners must work together to ask about and supply each other with theinformation they are both missing, to complete each other's time-tables.Completing information gap activities improves students' abilities to communicate about unknown information in the TL. These abilities are directly applicable to many real-world conversations, where the goal is to find out some new piece of information, or simply to exchange information.[14]Instructors should not overlook the fact that their students need to be prepared to communicate effectively for this activity. They need to know certain vocabulary words, certain structures of grammar, etc. If the students have not been well prepared for the task at hand, then they will not communicate effectively.[15]Opinion sharing[edit]Opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills, while talking about something they care about.[15]Example:1. The instructor introduces a topic and asks students to contemplate their opinionsabout it. (E.g., dating, school dress codes, global warming)2. The students talk in pairs or small groups, debating their opinions on the topic.Opinion sharing is a great way to get more introverted students to open up and share their opinions. If a student has a strong opinion about a certain topic, then they will speak up and share.[15]Respect is key with this activity. If a student does not feel like their opinion is respected by the instructor or their peers, then they will not feel comfortable sharing, and they will not receive the communicative benefits of this activity.[15]Scavenger hunt[edit]A scavenger hunt is a mingling activity that promotes open interaction between students.[16]Example:1. The instructor gives students a sheet with instructions on it. (e.g. Find someonewho has a birthday in the same month as yours.)2. Students go around the classroom asking and answering questions about eachother.3. The students wish to find all of the answers they need to complete the scavengerhunt.In doing this activity, students have the opportunity to speak with a number of classmates, while still being in a low-pressure situation, and talking to only one person at a time. After learning more about each other, and getting to share about themselves, students will feel more comfortable talking and sharing during other communicative activities.[16]Since this activity is not as structured as some of the others, it is important for instructors to add structure. If certain vocabulary should be used in students' conversations, or a certain grammar is necessary to complete the activity, then instructors should incorporate that into the scavenger hunt.[16]Although CLT has been extremely influential in the field of language teaching, it is not universally accepted and has been subject to significant critique.[17]In his critique of CLT, Michael Swan addresses both the theoretical and practical problems with CLT. In his critique, hementions that CLT is not an altogether cohesive subject, but one in which theoretical understandings (by linguists) and practical understandings (by language teachers) differ greatly. Critique of the theory of CLT includes that it makes broad claims regarding the usefulness of CLT while citing little data, that it uses a large amount of confusing vocabulary, and that it assumes knowledge that is predominately language non-specific (ex. the ability to make educated guesses) is language specific.[17] Swan suggests that these theoretical issues can lead to confusion in the application of CLT techniques.[18] Where confusion in the application of CLT techniques is readily apparent is in classroom settings. Swan suggests that CLT techniques often suggest prioritizing the "function" of a language (what one can do with the language knowledge one has) over the "structure" ofa language (the grammatical systems of the language).[18] This priority can leave learners with serious gaps in their knowledge of the formal aspects of their target language. Swan also suggests that, in CLT techniques, whatever languages a student might already know are not valued or employed in instructional techniques.[18]Further critique of CLT techniques in classroom teaching can be attributed to Elaine Ridge. One of her critiques of CLT is that it implies that there is a generally agreed upon consensus regarding the definition of "communicative competence," which CLT claims to facilitate, when in fact there is not. Because there is not such agreement, students may be seen to be in possession of "communicative competence" without being able to make full, or even adequate, use of the language. That an individual is proficient in a language does not necessarily entail that they can make full use of that language, which can limit an individual's potential with that language, especially if that language is an endangered language. This critique is largely to do with the fact that CLT is often highly praised and is popular, when it may not necessarily be the best method of language teaching.[19]Ridge also notes that CLT has nonspecific requirements of its teachers, as there is no completely standard definition of what CLT is; this is especially true for the teaching of grammar (the formal rules governing the standardized version of the language in question). Some critics of CLT suggest that the method does not put enough emphasis on the teaching of grammar and instead allows students to produce utterances which are grammatically incorrect as long as the interlocutor can get some meaning from them.[19]Stephen Bax's critique of CLT has to do with the context of its implementation. Bax asserts that many researchers associate the use of CLT techinques with modernity and, therefore, the lack of CLT techniques as a lack of modernism. In this way, these researchers consider teachers or school systems which don't use CLT techniques as outdated and suggest that their students learn the target language "in spite of" the absence of CLT techniques, as though CLT were the only way to learn a language and everyone who fails to implement its techniques is ignorant and will not be successful in teaching the target language.[3]。
交际语言教学法Communicative Language Teaching
Theory of Learning
Acquisition?
Learning?
Think
The Definitions of Acquisition and Learning
Acquisition refers to the unconscious development of the target language system as a result of using the language for real communication.
Theory of language
A pedagogically influential analysis of communicative competence by Canale and Swain. There are four dimensions of communicative competence are identified: Grammatical competence: Refers to the linguistic competence and it is the domain of grammatical and lexical capacity. Sociolinguistic competence : Refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction.
交际法教学教案模版八篇
交际法教学教案模版八篇第1篇：交际语言教学法交际语言教学法内容提要：本文介绍了交际语言教学法这一以培养学习者的语言利用和交际能力为主要目标的语言教学方法，介绍了其发展，主要内容和特点并结合实例就此方法在外语教学中的利用进行了分析。
关键词：交际语言教学法外语教学语言交际能力随着我国的社会、经济、文化等活动进一步融入到国际化和全球化的体系中，我国对于外语人才的语言交际能力的要求也逐渐提升。
作为外语教学工作者，能在教学工作中有效地使用交际语言教学法对于组织教学过程，使学生更好地达到学以致用的目的有重要意义。
本文就交际语言教学的起源，特点以及如何在外语教学中应用此方法进行了逐一探讨。
交际语言教学（Communicative Language Teaching）产生于七十年代初期，社会语言学家海默斯在1971年发表的《论交际能力》（On Communicative Competence）被认为是交际法的直接理论根据。
其创始人之首先是英国语言学家D.A.Wilkins，1976年维尔金斯出版了《意念教学大纲》（Notional Syllabuses）一书，把交际法置于更可靠的基础之上。
交际语言教学法经过近30年的发展已逐渐成为一种为世界语言教学界所普遍认同的教学思想和方向。
它的理论主要来自社会语言学、心理语言学，并受到话语分析、语言哲学、人类学、社会学等多门学科的影响。
交际法认为语言是交际的工具，学会一种语言不但要掌握其语言形式和使用规则，还要学会具体利用，也就是说要知道在什么场合利用。
其核心是教语言应当教学生怎样使用语言，用语言达到交际的目的，而不是把教会学生一套语法规则和零碎的词语用法作为语言教学的最终目标。
因此交际教学法强调的是要教授语言功能方面的知识，学生如果没有掌握这门语言的交际本领，没有具备这门语言交际方面的能力，就不能说学会了这一门外语。
交际教学法强调要把学生真正置于尽可能真实的交际场景中，并且要由学生亲历一种活的交际活动的过程。
交际教学法(CLT)在英语口语教学中的应用
交际教学法（CLT）在英语口语教学中的应用摘要：交际语言教学法的理论衍生于社会语言学、心理语言学和乔姆斯基的转换生成法。
交际语言教学认为应当教学生怎样用语言达到交际的目的，而不仅仅是把教会学生一套语法规则和零碎的词语用法作为语言教学的目的。
而目前英语教学注重语法和句法结构，偏重于应试，不利于学生口语和交际能力的提高。
因此，对于交际语言教学法在口语教学中的应用探析就显得尤其重要。
关键词：交际教学法；英语教学；英语口语；现状分析随着全球化进程的快速发展，英语已成为全球化进程中的通用语言，因此掌握英语这门语言的交际口语能力显得尤其重要，已成为学生在踏入社会的必备技能。
然而，多年的教学实践发现大部分学生学完英语后，尽管通过了各种考试，却仍旧停留在哑巴英语的阶段，无法张口，因此英语口语教学的改革就显得尤为重要。
交际语言教学法侧重于培养学生用语言达到交际的目的，而不仅仅是把教会学生一套语法规则和零碎的词语用法作为语言教学的目的。
因此交际语言教学发对于改善学生口语能力是一种很值得深入探究的教学方式。
1.交际教学法交际语言教学法（Communicative Language Teaching Approach）起源于20世纪60年代后期，由美国社会语言学家、交际功能理论创始人海莫斯（D.H.Hymes）于 1972 年提出，交际语言教学侧重于培养学生用语言辅助交际本身，而不是将重点放在纠正学生语言和语法错误上，而是引导学生进行语言交流，更加侧重于语言的交流度上。
2.英语口语教学的现状提升英语口语教学是英语教学的永恒话题。
大多数英语教师针对英语口语教学模式相对固化，教学方法、教学情境比较单一，加之很多学生因为对于英语学习缺乏目的性，没有学习动力和激情，久而久之造成口语教学质量的“恶性循环”。
除此之外，长期的英语应试教育导致学生对于一线教师来说英语学习仍旧停留在语法知识和背单词的枯燥记忆中，因此想要改变学生长期的英语学习习惯需要一个缓慢的过程。
交际法语言教学的利与弊及改进方法
交际法语言教学的利与弊及改进方法摘要：随着改革开放的深化和经济建设的日益繁荣，对外语人才(尤其是英语人才)的需求量越来越大，外语教学也就显得越来越重要。
作为培养外语人才和进行外语教学的主要基地的高等院校，应该如何适应社会的需要，培养出具有良好的全面的听说读写译能力的合格人才?本文从交际法语言教学理论的发展脉络谈起，将其与传统教学法相比较，探讨了该教学法的利与弊，并试着提出改进的方法。
关键词：交际法语言教学；优势；缺陷；改进和优化一、引言交际法语言教学(commnmcattve language teaching)起源，于60年代晚期的英国传统教学方法的改革，70年代中期得到进一步的发展，80年代初期开始在我国的某些院校进行实验，交际法理论教学逐步得到推广。
它根据美国语言学家海姆断(D.Hymes)提出的交际能力的理论，即交际能力不但应具有语言知识，而且还应具有运用语言的能力，尤其应注意语言运田的得体性，克拉申(Krashen)的语言习得理论也强调语言学习必须通过运用语言交际，而不是通过训练语言技能。
按照交际法理论，交际法强调学习的过程，强调语言和交际相互依存的关系。
因此，交际教学法的核心即教学过程就是交际过程。
那么我们应该如何更好地利用交际教学法，使其达到充分为现代英语教学服务的目的呢?本文拟从交际法语言教学理论的发展脉络谈起，探讨了该教学法的利于弊，并试着提出改进其不利之处的几种方法。
二、交际法语言教学的理论发展脉络交际法语言教学是19世纪70年代初美国语言学家海姆斯。
提出的，是一种以语言功能为纲，以培养学交际能力为基本目的的教学法体系，旨在通过语言提高学习者的语言交际能力。
其理论核心是海姆斯的交际能力理论和韩礼德的功能语言学理论。
交际法语言教学理论经历了三个发展阶段：第一阶段是在70年代，针对乔姆斯基(Chomsky)提出的“语言能力”概念，即语言能力是抽象的语言体系知识或语法规则知识，海姆斯提出了关于交际能力的理论(communica－tlon competence)。
交际语言教学法在高校英语教学中的运用
浅析交际语言教学法在高校英语教学中的运用摘要：交际语言教学法（clt）形成于20世纪60年代初期，这种教学法已得到世界范围内外语教师和学生的认可，被广泛应用在外语教学尤其是英语教学领域。
但中国的教学法仍然普遍采用传统的语法—翻译法，而交际语言教学法相对来说还是一种全新的外语教学法。
本文以沈阳建筑大学为例，通过数据及实验教学，深度剖析了交际语言教学法在实际应用中的优势及劣势，并由此提出一些教学建议供教师参考。
关键词：交际语言教学；传统教学；文化差异；显著性差异中图分类号：h059 文献标识码：a文章编号：1009—0118（2012）10—0374—02一、交际语言教学法的定义的提出交际语言教学法（communicative language teaching），产生于20世纪60年代的英国。
在20世纪30年代，哈罗德·帕莫尔（harold palmer）和霍恩比（hornby）在英国和欧洲大陆提倡了情景教学法；1964年，奈尔逊·布鲁克斯（nelson brooks）在美国创造了听说法；同时，语言学界出现了以乔姆斯基的转换生成语法的教学理论。
这种理论不仅冲击了结构主义在语言学及语言教学方面统一的局面，而且促进了语言学家们重新看待了主流教学法。
由此，伴随着其他的社会学科以及认知学科新理论的深入影响和探究，交际教学法由此产生了。
二、交际语言教学法的教学原则以语言功能为纲，交际语言教学是培养语言交际能力的一种教学法体系。
总的来看，对这种教学体系的观点归纳如下：注重其语言的功能”brown则将交际语言教学法的基本教学原则归纳为三点，分别是：第一，语言是表达意义系统的一种交际工具。
第二，基于学生不可避免地在交际中出现语言错误，语言运用的流畅性先于语言运用的准确性。
第三，由于教师在教学中起到的组织者，引导者及参与者的作用，交际语言教学中的组织教学应以学生为中心。
canale和swain则认为“交际语言教学应把交际能力的培养作为语言教学的主要目标，并强调了语言应具备四种能力，分别是：语法能力（grammatical competence），社会能力（sociolinguistic competence），语篇能力（discourse competence）和策略能力（strategic competence）。
交际语言教学法研究综述
交际语言教学法研究综述摘要：交际语言教学法作为20世纪最有影响力的教学法之一，至今依然具有深远影响和借鉴意义。
正因为交际语言教学法在外语教学界有着一席之地，因此本文试图从七个方面对其进行回顾。
第一部分主要阐述了历史发展，列举了交际法产生的几个社会历史原因；第二部分为理论背景，包括语言学和心理学方面的理论基础；第三部分为交际法的具体内容，包含了其基本目标和理念原则；第四部分是国内外发展历程，即国内外相关研究；第五部分主要介绍了交际法在中国的应用现状；第六部分是关于未来的展望。
交际法并不是唯一的先进教学法，但对英语教学来说依然有着极大的推动作用。
只有和具体的教学充分联系起来，选择适宜的教学方法，才有可能取得好的教学效果。
关键词：交际法；语言教学；综述；一、历史发展交际语言教学法，简称交际法，产生于70年代初的欧洲，其前身是同样产生于欧洲的功能意念法,是20世纪最具影响力的教学方法之一。
交际法的产生有其深刻的社会历史背景，具体包括以下几个方面：（1）社会经济快速发展。
20世纪70年代，欧洲各国开始从二战重创中慢慢复苏，社会经济发展空前繁荣，劳动力市场潜力巨大，成千上万人到欧洲寻找工作。
因为涉及到语言交流障碍，因此如何按照每个人不同的职业特长来进行对应的语言培训便是当时迫切需要解决的问题。
（2）对高层次外语人才的需求。
随着欧共体成员国间日益频繁的交往，社会也急需高层次的外语人才来为成员国之间的交往提供相关的服务。
换言之，社会的不断发展对外语人才也提出了不同的要求。
（3）当前教学法不能满足现实需要。
当时着重对语言形式体系进行讲解和训练的教学法，如听说法、视听法等，都忽视了对语言交际能力的培养，无法满足这些要求。
同时，因为缺少统一的外语方面的教学大纲与教材，外语教学质量也出现了下滑的趋势。
基于以上背景，欧共体下设的文化合作委员会在1971年5月召开了以成年人为对象的外语教学专题座谈会。
之后，社会上出现了一大批非常具有影响力的功能法文章。
交际教学法和任务型语言教学法的相同点和不同点
级英语1班李雪 13001059令狐采学一交际教学法和任务型语言教学法的相同点和不合点？不合点：1.界说方面：交际法是一种将语言交际能力作为语言教学的目标并供认语言与交际的相互依赖关系是培养学生四项语言基本技能的语言教学法。
而任务型语言教学法是一种基于任务或以任务为基础的语言教学途径，它是交际法的延续。
2.理论基础方面：交际法的理论主要来自社会语言学、心理学和乔姆斯基的转换生成语法。
任务型语言教学法包含互动理论、社会文化理论、认知理论、建构主义理论。
交际法是以行为心理学理论为指导，而任务型教学法以认知心理学理论为指导。
3.特点方面：交际法以培养交际功能为宗旨，以功能为纲、教学过程交际化、以话语为教学的基本单位。
而任务型语言教学法是通过完成任务来学习语言，最突出的特点是“在做中学，在用中学”。
4.教学模式方面：交际法包含两个模式 PPC、PPP 任务型语言教学法Willis、Ellis5.优缺点：优点交际法仅教授有关并且必须的语言信息，比那些试图教给学生整个语言体系的办法更省时间和精力。
任务型教学法的活动内容涉及面广，信息量年夜，有助于拓宽学生的知识面。
缺点交际法在同一方面可用于多种形式表达，如何选择和取舍，没有客观的标准。
任务型教学法中，当教师与学生缺乏资源，立异精神和合作精神时，任务型语言教学很难展开。
相同点：1.两者都以学生为中心，而非以教师为主，这样有利于全面成长学生的综合素质。
2.强调语言教学资料、内容和学习活动的真实性3.鼓励学生年夜胆表达自己的观点，创作创造性地使用语言。
4.在缺点方面，两者都比较难做出评价。
5.都利于学生成长自主学习能力，培养学以致用的意识。
6.两者都适合高水平阶段的学生。
两者之间的关系：任务型语言教学法是交际教学法的延承和成长。
二翻译法和直接法的比较？不合点：1.界说：翻译法是用母语教授外语的一种办法，而直接法是直接教授外语，不必学生的母语。
2.理论支撑：翻译法以认知心理学理论为指导，直接法以行为心理学理论为指导。
英语教学法 交际法
英语教学法交际法
交际法是一种英语教学法，它主要侧重于学生通过交流和互动来学习英语。
该教学法注重培养学生的语言交际能力和交际策略，使学生能够在真实交际环境中流利地运用英语进行交流。
交际法的目标是让学生真实地使用英语，并通过与他人进行交流来提高他们的听、说、读、写四项语言技能。
在交际法中，学生被鼓励使用英语与教师和其他学生进行对话、合作和交流，以提高他们的语言水平。
在交际法中，教师的角色更像是一个引导者和促进者，他们提供学习资源和支持，鼓励学生积极参与学习交际活动。
教师会提供模型对话、角色扮演和情景模拟等活动，以帮助学生理解和运用英语交际策略。
交际法注重实际情境中的交际活动，例如组织小组讨论、辩论、角色扮演和信息交换等，以提高学生的交际能力。
学生在这些活动中可以运用各种交际策略，如倾听、提问、表达和解释等。
通过交际法，学生能够获得更多的实际语言输入，并有机会练习和应用所学到的语言知识。
这种互动式的学习方式可以激发学生的学习兴趣，提高学习效果。
交际法通过促进学生的交际活动和互动，提高他们的英语语言能力和应用能力。
这种教学法能够让学生在真实的交际环境中学习英语，培养他们的语言交际能力和交际策略。
communicative language teaching交际语言教学法
From Wikipedia, the free encyclopediaCommunicative language teaching(CLT), or the communicative approach, isan approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor, study of "authentic texts" (those written in the target language for purposes other than language learning), and use of the language in class combined with use of the language outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar in order to promote language skills in all types of situations. This method also claims to encourage learners to incorporate their personal experiences into their language learning environment and focus on the learning experience in addition to the learning of the target language.[1]According to CLT, the goal of language education is the ability to communicate in the target language.[2]This is in contrast to previous views in which grammatical competence was commonly given top priority.[3]CLT also focuses on the teacher being a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach English but rather works on developing sound oral/verbal skills prior to reading and writing.Contents[hide]1Backgroundo influenceso influences2Classroom activitiesooo worko gapo sharingo hunt3Critiques4See also5References6Further readingBackground[edit]Societal influences[edit]Language teaching was originally considered a cognitive matter, mainly involving memorization. It was later thought, instead, to be socio-cognitive, meaning that language can be learned through the process of social interaction. Today, however, the dominant technique in teaching any language is communicative language teaching (CLT).[4]It was Noam Chomsky's theories in the 1960s, focusing on competence and performance in language learning, that gave rise to communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by linguists Michael Halliday, who studied how language functions are expressed through grammar, and Dell Hymes, who introduced the idea of a wider communicative competence instead of Chomsky's narrower linguistic competence.[4]The rise of CLT in the 1970s and early 1980s was partly in response to the lack of success with traditional language teaching methods and partly due to the increase in demand for language learning. In Europe, the advent of the European Common Market, an economic predecessor to the European Union, led to migration in Europe and an increased population of people who needed to learn a foreign language for work or for personal reasons. At the same time, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceased to be confined to the elite academies. In Britain, the introduction of comprehensive schools, which offered foreign-language study to all children rather than to the select few in the elite grammar schools, greatly increased the demand for language learning.[5]This increased demand included many learners who struggled with traditional methods such as grammar translation, which involves the direct translation of sentence after sentence as a way to learn language. These methods assumed that students were aiming for mastery of the target language, and that students were willing to study for years before expecting to use the language in real life. However, these assumptions were challenged by adult learners, who were busy with work, and some schoolchildren, who were less academically gifted, and thus could not devote years to learning before being able to use the language. Educators realized that to motivate these students an approach with a more immediate payoff was necessary,[6]and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.[7]Additionally, the trend of progressivism in education provided further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning,[6]and as this idea gained traction in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to thistrend, and teachers sought to find new methods, such as CLT, that could better embody this shift in thinking.[6]Academic influences[edit]The development of communicative language teaching was bolstered by new academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching. This method was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching. This was partly in response to Chomsky's insights into the nature of language. Chomsky had shown that the structural theories of language prevalent at the time could not explain the variety found in real communication.[8]In addition, applied linguists such as Christopher Candlin and Henry Widdowson observed that the current model of language learning was ineffective in classrooms. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures.[8]In 1966, linguist and anthropologist Dell Hymes developed the conceptof communicative competence. Communicative competence redefined what it meant to "know" a language; in addition to speakers having mastery over the structural elements of language, they must also be able to use those structural elements appropriately in a variety of speech domains.[2]This can be neatly summed up by Hymes's statement, "There are rules of use without which the rules of grammar would be useless."[5]The idea of communicative competence stemmed from Chomsky's concept of the linguistic competence of an ideal native speaker.[2]Hymes did not make a concrete formulation of communicative competence, but subsequent authors have tied the concept to language teaching, notably Michael Canale.[9]Canale and Swain (1980) defined communicative competence in terms of three components: grammatical competence, sociolinguistic competence, and strategic competence. Canale (1983) refined the model by adding discourse competence, which contains the conceptsof cohesion and coherence.[9]In the mid 1990s, the Dogme 95 manifesto influenced language teaching through the Dogme language teaching movement. This proposed that published materials stifle the communicative approach. As such, the aim of the Dogme approach to language teaching is to focus on real conversations about practical subjects, where communication is the engine of learning. The idea behind the Dogme approach is that communication can lead to explanation, which will lead to further learning. This approach is the antithesis of situational language teaching, which emphasizes learning through text and prioritizes grammar over communication.[10]A survey of communicative competence by Bachman (1990) divides competency into the broad headings of "organizational competence", which includes both grammatical and discourse (or textual) competence, and "pragmatic competence", which includes both sociolinguistic and "illocutionary" competence.[11]Strategic competence is associated with the interlocutors' ability in using communication strategies.[11]CLT teachers choose classroom activities based on what they believe is going to be most effective for students developing communicative abilities in the target language (TL). Oral activities are popular among CLT teachers, as opposed to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted responses from students. Activities vary based on the level of language class they are being used in. They promote collaboration, fluency, and comfort in the TL. The six activities listed and explained below are commonly used in CLT classrooms.[6]Role-play[edit]Role-play is an oral activity usually done in pairs, whose main goal is to develop students' communicative abilities in a certain setting.[5]Example:1.The instructor sets the scene: where is the conversation taking place ., ina café, in a park, etc.)2.The instructor defines the goal of the students' conversation. ., the speakeris asking for directions, the speaker is ordering coffee, the speaker is talking about a movie they recently saw, etc.)3.The students converse in pairs for a designated amount of time.This activity gives students the chance to improve their communication skills in the TL in a low-pressure situation. Most students are more comfortable speaking in pairs rather than in front of the entire class.[5]Instructors need to be aware of the differences between a conversation and an utterance. Students may use the same utterances repeatedly when doing this activity and not actually have a creative conversation. If instructors do not regulate what kinds of conversations students are having, then the students might not be truly improving their communication skills.[5]Interviews[edit]An interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal skills in the TL.[12]Example:1.The instructor gives each student the same set of questions to ask a partner.2.Students take turns asking and answering the questions in pairs.This activity, since it is highly-structured, allows for the instructor to more closely monitor students' responses. It can zone in on one specific aspect of grammar or vocabulary, while still being a primarily communicative activity and giving the students communicative benefits.[12]This is an activity that should be used primarily in the lower levels of language classes, because it will be most beneficial to lower-level speakers. Higher-level speakers should be having unpredictable conversations in the TL, where neither the questions nor the answers are scripted or expected. If this activity were used with higher-level speakers it wouldn't have many benefits.[12]Group work[edit]Group work is a collaborative activity whose purpose is to foster communication in the TL, in a larger group setting.[13]Example:1.Students are assigned a group of no more than six people.2.Students are assigned a specific role within the group. ., member A, memberB, etc.)3.The instructor gives each group the same task to complete.4.Each member of the group takes a designated amount of time to work on thepart of the task to which they are assigned.5.The members of the group discuss the information they have found, with eachother and put it all together to complete the task.Students can feel overwhelmed in language classes, but this activity can take away from that feeling. Students are asked to focus on one piece of information only, which increases their comprehension of that information. Better comprehension leads to better communication with the rest of the group, which improves students' communicative abilities in the TL.[13]Instructors should to be sure to monitor that each student is contributing equally to the group effort. It takes a good instructor to design the activity well, so that students will contribute equally, and benefit equally from the activity.[13]Information gap[edit]Information gap is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them, in the TL.[14] Example:1.The class is paired up. One partner in each pair is Partner A, and the otheris Partner B.2.All the students that are Partner A are given a sheet of paper with atime-table on it. The time-table is filled in half-way, but some of the boxesare empty.3.All the students that are Partner B are given a sheet of paper with atime-table on it. The boxes that are empty on Partner A's time-table arefilled in on Partner B's. There are also empty boxes on Partner B's time-table, but they are filled in on Partner A's.4.The partners must work together to ask about and supply each other with theinformation they are both missing, to complete each other's time-tables. Completing information gap activities improves students' abilities to communicate about unknown information in the TL. These abilities are directly applicable to many real-world conversations, where the goal is to find out some new piece of information, or simply to exchange information.[14]Instructors should not overlook the fact that their students need to be prepared to communicate effectively for this activity. They need to know certain vocabulary words, certain structures of grammar, etc. If the students have not been well prepared for the task at hand, then they will not communicate effectively.[15]Opinion sharing[edit]Opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills, while talking about something they care about.[15] Example:1.The instructor introduces a topic and asks students to contemplate theiropinions about it. ., dating, school dress codes, global warming)2.The students talk in pairs or small groups, debating their opinions on thetopic.Opinion sharing is a great way to get more introverted students to open up and share their opinions. If a student has a strong opinion about a certain topic, then they will speak up and share.[15]Respect is key with this activity. If a student does not feel like their opinion is respected by the instructor or their peers, then they will not feel comfortable sharing, and they will not receive the communicative benefits of this activity.[15]Scavenger hunt[edit]A scavenger hunt is a mingling activity that promotes open interaction between students.[16]Example:1.The instructor gives students a sheet with instructions on it. . Find someonewho has a birthday in the same month as yours.)2.Students go around the classroom asking and answering questions about eachother.3.The students wish to find all of the answers they need to complete thescavenger hunt.In doing this activity, students have the opportunity to speak with a number of classmates, while still being in a low-pressure situation, and talking to only one person at a time. After learning more about each other, and getting to share about themselves, students will feel more comfortable talking and sharing during other communicative activities.[16]Since this activity is not as structured as some of the others, it is important for instructors to add structure. If certain vocabulary should be used in students' conversations, or a certain grammar is necessary to complete the activity, then instructors should incorporate that into the scavenger hunt.[16]Although CLT has been extremely influential in the field of language teaching, it is not universally accepted and has been subject to significant critique.[17]In his critique of CLT, Michael Swan addresses both the theoretical and practical problems with CLT. In his critique, he mentions that CLT is not an altogether cohesive subject, but one in which theoretical understandings (by linguists) and practical understandings (by language teachers) differ greatly. Critique of the theory of CLT includes that it makes broad claims regarding the usefulness of CLT while citing little data, that it uses a large amount of confusing vocabulary, and that it assumes knowledge that is predominately language non-specific (ex. the ability to make educated guesses) is language specific.[17]Swan suggests that these theoretical issues can lead to confusion in the application of CLT techniques.[18]Where confusion in the application of CLT techniques is readily apparent is in classroom settings. Swan suggests that CLT techniques often suggest prioritizing the "function" of a language (what one can do with the language knowledge one has) over the "structure" of a language (the grammatical systems of the language).[18]This priority can leave learners with serious gaps in their knowledge of the formal aspects of their target language. Swan also suggests that, in CLT techniques, whatever languages a student might already know are not valued or employed in instructional techniques.[18]Further critique of CLT techniques in classroom teaching can be attributed to Elaine Ridge. One of her critiques of CLT is that it implies that there is a generally agreed upon consensus regarding the definition of "communicative competence," which CLT claims to facilitate, when in fact there is not. Because there is not such agreement, students may be seen to be in possession of "communicative competence" without being able to make full, or even adequate, use of the language. That an individual is proficient in a language does not necessarily entail that they can make full use of that language, which can limit an individual's potential with that language, especially if that language is an endangered language. This critique is largely to do with the fact that CLT is often highly praised and is popular, when it may not necessarily be the best method of language teaching.[19]Ridge also notes that CLT has nonspecific requirements of its teachers, as there is no completely standard definition of what CLT is; this is especially true for the teaching of grammar (the formal rules governing the standardized version of the language in question). Some critics of CLT suggest that the method does not put enough emphasis on the teaching of grammar and instead allows students to produce utterances which are grammatically incorrect as long as the interlocutor can get some meaning from them.[19]Stephen Bax's critique of CLT has to do with the context of its implementation. Bax asserts that many researchers associate the use of CLT techinques with modernityand, therefore, the lack of CLT techniques as a lack of modernism. In this way, these researchers consider teachers or school systems which don't use CLT techniques as outdated and suggest that their students learn the target language "in spite of" the absence of CLT techniques, as though CLT were the only way to learn a language and everyone who fails to implement its techniques is ignorant and will not be successful in teaching the target language.[3]。
交际教学法在英语教学中的应用
交际教学法在英语教学中的应用
交际教学法（Communicative Language Teaching）是一种在英语教学中广泛应用的教学方法。
它强调学生的交际能力，并注重真实的语言交流。
以下是交际教学法在英语教学中的应用。
首先，交际教学法注重学生的实际语言运用能力。
教师将学生置于真实的交际情境中，鼓励他们使用英语进行真实的交流。
教师会设计各种情景，如角色扮演、小组讨论等，以激发学生的语言表达能力。
其次，交际教学法注重学生的合作学习。
在学习过程中，学生通常以小组为单位进行合作。
他们可以共同解决问题、讨论话题、进行信息交流等。
这种合作学习的方式可以促进学生之间的互动和合作，提高他们的语言运用能力。
此外，交际教学法注重语言的功能性。
教师会重点教授学生实际生活中常用的语言功能，如问路、订餐、购物等。
学生通过练习这些功能性语言，能够更好地应对实际生活中的交际情境，提高他们的语言运用能力。
另外，交际教学法注重学生的自主学习。
教师会鼓励学生积极参与课堂活动，并提供适当的指导和反馈。
学生被鼓励自主地探索和发现语
言规律，提高他们的自主学习能力。
总之，交际教学法在英语教学中的应用可以帮助学生培养实际的交际能力，促进学生之间的合作和互动，提高学生的语言运用能力。
这一教学方法能够使学生更好地应用英语于实际生活中，并提高他们的自主学习能力。
教学方法
教学方法1．“3P”教学法简介"3P（Present, Practice, Production/PPP）"教学法也称“三位一体教学法”，这是在20世纪70年代国外形成的交际语言教学（Communicative Language Teaching，即CLT）模式下的产物。
"3P”教学法把语言教学分为以下三个阶段：演示/讲解（presentation）→ 操练（practice）→ 成果（production）。
在Presentation过程中，教师把要学习的新的语言知识介绍给学生，设法引起学生对所学新句型、新对话或新文章的兴趣，激发学生的求知欲，并检查学生对新讲授要点的理解。
在Practice过程中，教师则给学生很多的操练机会，鼓励学生尽可能运用刚介绍的新知识，进行反复的句型练习并不断提高语言运用的正确率。
在Production过程中，学生被要求创造性地运用所学知识，做到灵活并自由地运用语言，实现正确并流利地进行交际的目标。
优点（1）强调以结构—功能—交际为主的教学模式，加大了语言的输入输出量，大大提高了课堂目标语言的操练频率。
在运用“3P”教学法教学时教师首先给学生引入和展现要学习的主要语言形式，然后组织学生进行各种操练（机械操练、模仿练习、表演等），根据学生的掌握情况再提供相应的交际情景，让学生在有效的控制之下完成教师预设的交际任务，达到语言运用和输出的目的。
在这个过程中，学生学习的是老师提供的材料，语言的结构、功能以及运用都是教师提供的，学生的任务就是把他们记住并灵活运用到交际场景中去，整个过程语言的复现率是比较高的，所以学生掌握起来相对比较容易。
（2）教学以演示（presentation）→操练（practice）→成果（production）为基本步骤，教师便于组织和控制课堂，提高了课堂教学效率。
教师在运用“3P”教学法时课堂的基本结构就是presentation——practice——production，所以对于课堂的组织和控制是比较容易的，学生的一切学习活动和学习过程都是在教师的预想之中的；同时课堂教学效果的信息反馈也很便捷，有利于教师随时了解学生掌握的情况调整教学步骤和进度，因此整个课堂是井井有条的，教学效果也就自然而然提高了。
交际教学法和任务型语言教学法的相同点和不同点
2013级英语1班李雪201313001059一交际教学法和任务型语言教学法的相同点和不同点？不同点：1.定义方面：交际法是一种将语言交际能力作为语言教学的目标并承认语言与交际的相互依赖关系是培养学生四项语言基本技能的语言教学法。
而任务型语言教学法是一种基于任务或以任务为基础的语言教学途径，它是交际法的延续。
2.理论基础方面：交际法的理论主要来自社会语言学、心理学和乔姆斯基的转换生成语法。
任务型语言教学法包括互动理论、社会文化理论、认知理论、建构主义理论。
交际法是以行为心理学理论为指导，而任务型教学法以认知心理学理论为指导。
3.特点方面：交际法以培养交际功能为宗旨，以功能为纲、教学过程交际化、以话语为教学的基本单位。
而任务型语言教学法是通过完成任务来学习语言，最突出的特点是“在做中学，在用中学”。
4.教学模式方面：交际法---包含两个模式PPC、PPP 任务型语言教学法---Willis、Ellis5.优缺点：优点---交际法仅教授有关而且必须的语言信息，比那些试图教给学生整个语言体系的方法更省时间和精力。
任务型教学法的活动内容涉及面广，信息量大，有助于拓宽学生的知识面。
缺点---交际法在同一方面可用于多种形式表达，如何选择和取舍，没有客观的标准。
任务型教学法中，当教师与学生缺乏资源，创新精神和合作精神时，任务型语言教学很难展开。
相同点：1.两者都以学生为中心，而非以教师为主，这样有利于全面发展学生的综合素质。
2.强调语言教学材料、内容和学习活动的真实性3.鼓励学生大胆表达自己的观点，创造性地使用语言。
4.在缺点方面，两者都比较难做出评价。
5.都利于学生发展自主学习能力，培养学以致用的意识。
6.两者都适合高水平阶段的学生。
二者之间的关系：任务型语言教学法是交际教学法的延承和发展。
二翻译法和直接法的对比？不同点：1.定义：翻译法是用母语教授外语的一种方法，而直接法是直接教授外语，不用学生的母语。
2.理论支撑：翻译法以认知心理学理论为指导，直接法以行为心理学理论为指导。
交际法和任务型教学法及二者的比较
交际法和任务型教学法及二者的比较摘要：本文从产生和理论基础、教学理念、评价及在对外汉语教学中的应用几个方面了介绍了交际法和任务型教学法，并对二者在教学理念方面做出了比较。
关键字：交际法任务型教学法对外汉语教学一交际法的产生和理论基础交际法又称“交际语言教学”（communicative language teaching）。
较早称为“功能法”（functional approach）、“意念—功能法”（notional-functional approach），是以语言功能和意念项目为纲、培养在特定的社会语言环境中运用语言进行交际能力的一种教学法。
交际法产生于70年代初期西欧共同体国家，中心在英国，创始人为英国语言学家威尔金斯（D.A.Wilkins），代表人物还有英国的语言教学家亚历山大（L.G.Alexander）、威多森（H.G.Widdowson），荷兰的范埃克（J.A.VanEK）等。
交际法最有名的教材是《跟我学》。
（刘珣，2010）交际法语言学理论基础是20世纪60年代兴起70年代形成高潮的社会语言学。
交际法的语言观认为，语言是表达意义的系统，其基本功能是社会交际，语言学不应仅仅研究语言的形式，更要关注语言要完成的社会功能以及语言在人们社会交往中受到的制约因素，因此，第二语言教学的目的不仅是让学习者掌握语言规则、能正确地运用语言，更要掌握语言的使用规则，得体地运用语言。
交际法的心理学基础是人本主义心理学和20世纪60年代后期兴起的心理语言学。
交际法强调以学生为中心，首先要分析学习者对第二语言的需要，教学内容和教学方法的确定都必须从学习者的需要出发。
交际法还认为，学习者在言语中出现一些错误是正常的也是不可避免的现象，学习者所追求的不可能是完美无缺的交际，而只能是有缺陷的但有效的交际，因此，对学习者的语言错误不应苛求。
二交际法的教学理念交际法所遵循的教学基础原则是：１、强调学生的主动性和相互作用，而不只是以教师不中心，最大限度地保证学生的练习时间和练习量。
3P教学法
“3P”教学法是在20世纪70年代形成的交 际语言教学（Communicative Language Teaching，即CLT）模式下的产物。“3P” 教学法把语言教学分为以下三个阶段： 演示（presentation）→ 操练（practice） → 成果（production）。
1、“3P”教学法的优点 （1）强调以结构—功能—交际为主的教学模式， 加大了语言的输入输出量，大大提高了课堂目 标语言的操练频率。在运用“3P”教学法教学 时教师首先给学生引入和展现要学习的主要语 言形式，然后组织学生进行各种操练（机械操 练、模仿练习、表演等），根据学生的掌握情 况再提供相应的准交际情景，让学生在有效的 控制之下完成教师预设的交际任务，达到语言 运用和输出的目的。
2、“3P”教学法的缺点 （1）强调语言的结构和功能，忽视了儿童 语言习得的规律，造成课堂教学效果并 不是很理想。儿童的语言习得是靠在真 实语境下的实践体验而进行的，片面的 语言结构分析和假设的交际情景并不能 激发他们真正的语言学习兴趣和参与的 动机。
也正如Willis 所说的“上课时，也许方方 面面都是成功的，……但等到真正需要 使用的场合出现时，他们却都不会用。” 所以往往教师感到上课该讲的都讲了， 该让学生练习的也都练习了，而在真正 的交际场合下或在课后作业中错误还是 大量存在。
同时课堂教学效果的信息反馈也很便捷， 有利于教师随时根究学生掌握的情况调 整教学步骤和进度，因此整个课堂是井 井有条，教学效果也就自然而然提高了。
（3）强调语言结构的分析和词汇、句式、 语法的学习，大大提高了语言运用的准 确性。“3P”教学法是在结构主义教学法 上发展起来的一种交际教学法，它也重 视语言的结构特征的分析，对于词汇、 句式和语法的传授同样被强调，它是一 种要求语言准确无误的交际法教学。所 以长期运用该教学法教学，学生的语言 准确性相对是比较高的。
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交际语言教学法内容提要：本文介绍了交际语言教学法这一以培养学习者的语言运用和交际能力为主要目标的语言教学方法，介绍了其发展，主要内容和特点并结合实例就此方法在外语教学中的运用进行了分析。
关键词：交际语言教学法外语教学语言交际能力随着我国的社会、经济、文化等活动进一步融入到国际化和全球化的体系之中，我国对于外语人才的语言交际能力的要求也逐渐提高。
作为外语教学工作者，能够在教学工作中有效地使用交际语言教学法对于组织教学过程，使学生更好地达到学以致用的目的具有重要意义。
本文就交际语言教学的起源，特点以及如何在外语教学中应用此方法进行了逐一探讨。
交际语言教学（Communicative Language Teaching）产生于七十年代初期，社会语言学家海默斯在1971年发表的《论交际能力》（On Communicative Competence）被认为是交际法的直接理论根据。
其创始人之一是英国语言学家 D. A. Wilkins，1976年维尔金斯出版了《意念教学大纲》（Notional Syllabuses）一书，把交际法置于更可靠的基础之上。
交际语言教学法经过近30年的发展已逐渐成为一种为世界语言教学界所普遍认同的教学思想和方向。
它的理论主要来自社会语言学、心理语言学，并受到话语分析、语言哲学、人类学、社会学等多门学科的影响。
交际法认为语言是交际的工具，学会一种语言不仅要掌握其语言形式和使用规则，还要学会具体运用，也就是说要知道在什么场合运用。
其核心是教语言应当教学生怎样使用语言，用语言达到交际的目的，而不是把教会学生一套语法规则和零碎的词语用法作为语言教学的最终目标。
所以交际教学法强调的是要教授语言功能方面的知识，学生如果没有掌握这门语言的交际本领，没有具备这门语言交际方面的能力，就不能说学会了这一门外语。
交际教学法强调要把学生真正置于尽可能真实的交际场景中，并且要由学生亲历一种活的交际活动的过程。
根据交际教学法的原则，教师和学生都要注重运用所学外语进行真实的课堂以及课外交际活动，在尽量模拟现实的交际情景中来进行教学和学习，才能有利于培养学生的语言交际能力。
本文以下部分就交际教学法的原则谈谈运用此方法进行教学的一些具体方式和做法。
一．尽可能在课堂教学中运用真实的交际场景我们传统的外语教学概念中多注重语法形式是否完善，在交际教学法中更注重的是交流者是否能正确流利的表意，即是否“get the ideas across”。
而这种侧重面对于培养我国所急需的实用型外语人才具有重要意义。
因此，在教学中要尽可能多地运用真实场景来训练学生的实际语言应用及应变能力。
而对于真实场景的选用则要有一定的取舍，我们应尽量选择符合实际需要或符合中国大学生在今后工作中实际应用的语言情景。
例如作为旅游院校的学生，今后工作中在很大程度上要接触或进入旅游行业，那么选用和旅游相关的场景则比较合适。
笔者在教授英语专业成人本科三年级口语课时就选用了在带外国旅游团过程中可能发生的真实场景让学生进行角色扮演，进行课堂交际并取得了良好的效果。
其中一个情景练习是发生在一天旅游活动结束之际，团队要去就餐，领队提出要绕行天安门广场，以便游客可以看到著名的天安门广场降国旗仪式，而地陪因担心堵车而耽误客人用晚餐及晚间观看京剧，双方发生争执。
笔者让学生尽量想出多种解决方案，比如双方交际成功，地陪说服了领队或领队说服了地陪；或双方交际不成功，地陪直接带客人去用餐或领队执意带客人去广场参观等等诸多可能性，来训练学生对于对方要求进行答复的语言和应变能力。
全班分成多个小组来练习不同的可能性方案，最后所有小组都在全班面前一一进行表演，大家一起评判。
练习之后，学生纷纷反映这样对实际可能发生的情景进行角色扮演不仅使他们掌握了基本语言，更重要的是他们学会了如何使用这些语言分析解决问题和进行实际交际。
在运用此教学方法时，这里有一点需要指出：教师要尽量把课堂教学活动变成一种交际活动，就需要以鼓励为主，循循诱导，千方百计树立学生的自信心，对于他们在交谈中的语言错误，我们不应忙于纠正。
但是不忙于纠正并不意味着不纠正。
这也是交际教学法一个经常性的理解误区，认为只注重语言的交际功能，而不注重语法功能，实则不然。
交际法的早期创始人之一海默斯（Dell Hymes）就认为交际能力包括语法形式的正确，语言的可接受性和语言的恰当性。
所以在英语课堂教学中，语言的基本知识以及语法概念还得教，但是，知识点和语法教学不应孤立地进行，而应该在交际活动的框架内将所要讲授的语言和语法内容与真实的语境结合起来。
从培养交际能力的角度来看，对于学生的语法错误也不可忽视，但我们一般把错误分为两种，一种是影响交际的错误，一种是不影响交际的错误。
对于前一种错误作为教师绝对不可忽视，但这也并不意味着我们绝对不纠正后一种错误，只是分一个主次而已。
二．运用交际语言教学法要以学生为中心语言学家认为外语教学质量的高低共同取决于教师与学生，并受到教学内容和教学方法等诸多因素的综合影响。
但在诸多因素中，内因起决定性作用。
交际语言教学法提出“以学生为中心”的教学原则，学生由“配角”变为“主角”，教师的地位由“主角”变为指导。
在交际教学活动中，应该注重使学生处于积极主动的核心地位。
即让学生积极主动地参与到课堂教学的各个环节中来。
外语教学中的诸多环节例如听、说、读、写，都应让学生去亲历完成。
很显然写的过程学生必须亲自完成，但我们要同时注重要让学生独立去听，而不是先讲大意再去听；要让学生有创造性地去说，在运用语言中学习语言，而不是反复背诵重复而已；要让学生积极去读去思考，而不是教师句句解释，满堂讲解。
同时交际语言教学法强调集体学习的重要性，学生活跃在小组或全班的课堂活动中，直接影响课堂活动，所以这种在相互依靠的基础上的学习就要求学生尽可能多地参与课堂活动，尽可能多地贡献和互相学习他们在课堂上所获得的信息、知识和技能。
总之，交际语言观认为交际活动是学生自己学习交际本领必然经历的过程，交际能力的获得和发展主要靠学生的内在因素，因此为了达到这一目的，使学生处于课堂教学的中心就成为必然。
在运用交际语言教学法的过程中，教师的传统作用减少了，教师的作用不仅仅是讲授语言知识和指挥句型训练，而是通过各种途径组织学生进行交际活动。
教师不再仅仅是教育者，而且还是学习的促进者，即课堂活动的协调者、管理者、顾问和共同参与者以及语言的指导者。
首先教师要收集和组织课堂语言材料和活动，提供合乎课堂实际的知识和技能，协调和指导课堂小组活动并着重改正学生影响交际的语言错误。
同时教师在确定把学生的注意力引向哪个方面时具有很大的主动性。
这在很大程度上体现在教师如何评价并对学生的语言活动给予反馈。
在充分考虑学生活动的内容和目的的前提下，教师的评价要公正客观，并尽可能把学生的兴趣引向实际有效的语言交际场景。
英国语言学家利特尔伍德（William Littlewood）还指出教师在课堂教学中要注意学生的心理因素。
因为交际教学法需要学生的积极参与，因此在课堂中营造一种和谐和积极的气氛十分重要。
这就要求教师不仅要很好地利用各种交际教学方法，还要具备很好的协调人际关系的能力。
三．选择实用语言教材交际教学法通常以功能和交际活动为内容，强调在教材中使用真实的语言材料。
最基本的材料可以总结为“6S”，即居住（Somewhere to live）、爱好（Something to love）、工作（Somewhere to work）、外出（Somewhere to go）、表态（Something to say）和娱乐（Something to do）等。
在语言材料的选择上，要尽量选择实际运用和有交际价值的语言，如报刊、广告、新闻广播、谈话录音等。
同时针对不同的学生，教师所用材料的题材很重要。
这要考虑学生的特点，考虑他们目前和将来的实际需要。
例如对于已经有工作经历的成教的学生就可多运用在实际工作中事例和场景，而对于刚入大学校门的新生来说最好就由询问和交流学习和个人或家庭情况开始，而逐步进行话题深入。
比较有效地体现交际语言教学法内涵的一本教材就是美国麦克伦公司出版的<<走遍美国>>(Family Album U.S.A.)。
它集文字,•音像,实景,卡通,影碟,广播,电视为一体, 力求在虚构和摹拟的语境中培养学生的交际能力，是一套高水平的适用于交际语言教学的多媒体教材。
总之对于教材的选用应以真实性和可操作性为基础，要以有利于培养学生使用外语的能力为根本目的。
交际语言教学的主要课型之一是听力课，在听力教学中就如何使用交际教学法而选择合适教材也是一个值得探讨的问题。
笔者认为在选用听力材料方面要尽量使用最原始和真实的而不是简化和改写了的材料。
录音材料在讲话速度，地方口音方面也不应做趋向标准语言的改变，而是要调动学生语言知识和非语言知识去参与理解，并做出语言和非语言的反映。
同时针对我国外语学生多强于“教学语言”（即服从句型和课文教学需要的语言）而弱于交际语言的实际情况，我们要把真实交际场合的口语引入听力课堂，听力材料要多运用英语国家的地道口语，从而切实地培养学生动用英语进行交际的能力。
四．采用多种教学手段交际语言教学法是为了使学生获得实际语言交际能力的一种教学方法。
其交际教学活动不仅包括“功能性交际活动”（仅为了进行实践语言功能而进行的交际活动，是为了运用语言而运用语言）还包括“社会交往性活动”（为了切实的社会交往而进行的交际活动，是为了社会交往而运用语言）。
社会交往性的教学活动就要求更加有效地创造出真实多样的语言环境，这样多种教学手段的运用就成为必然。
其中当代最有效的交际语言教学媒体----电化教学就成为进行交际语言教学不可缺少的，极为有效的手段。
它包括外语广播，电影，电视，录音，激光视盘，计算机等现代化教学媒体，能够比较有效地创造出真实的视觉和听觉上的交往实景，基本上能满足交际语言教学的需要。
例如，英国广播公司（BBC）出版的系列英语教学录像 Follow Me 通过其纪实性的情景片断展示出不同的语言活动的现实情景，清晰生动地把声音和形象、语言和情景相结合，利用视觉冲击力和听觉感染力使学生置身于真实的语言环境之中，有效地提高了他们的听说和运用此语言进行交际的能力。
此外，交际语言教学课堂的一大特点是信息输入量大。
多媒体教学可以大大增加课堂教学容量，丰富教学内容，同时把更多时间放在指导学生，进行巩固训练，开展密集快速的语言实践活动。
另外值得一提的是交际教学法专家认为教学材料应配有适合的教学手段，例如介绍某个场合（比如谈判场合）应使用录像，电话谈话应该录在磁带上等等，所以仅采用简单的textbook教学法并不能满足交际语言教学的要求，而只有使用一个包括多种教学方式的teaching kit（“教学包”）才有可能真正满足交际教学的要求。