Communicative Language Teaching(交际语言教学)(精选)
交际教学法启示
交际教学法的启示【摘要】交际教学法自进入中国后，受到学者及教师的青睐。
本文介绍了交际教学法的基本特点，总结了在教学实践中的一些失误以及带给我们的启示。
【关键词】交际教学法问题启示一.引言交际教学法（communicativeapproach），又称交际（法的）语言教学（communicativelanguageteaching），最初人们称它为意念法（notionalapproach）、功能法（functionalapproach）或意念功能法（notionalfunctionalapproach）。
1972年萨维农（s.j.savignon）提出交际能力语言教学的思想，1978年蒙比（johnmunby）发表《交际大纲设计》，威多森（h.g.widdowson）发表《作为交际的语言教学》，标志着交际教学法的正式确立。
交际教学法自诞生以来，便受到许多学者和语言教师的青睐，自20世纪70年代末引入我国以来，使根深蒂固的语法—翻译法受到巨大冲击，人们开始用一种新的标准去审视外语教学体系。
二.交际教学法的特点。
1.功能和意念相结合。
语言学习的目标是培养学生交际能力，从日常学习生活的情景中选择典型材料，学习表达和理解不同功能所需要的语言。
2.语篇是教学的基本单位。
语言教学由句子的机械操练转向语篇在交际情景中的实际运用，要求教学法中的句型操练是在语篇上下文中为表述意义和交际功能服务的。
3.教学过程交际化。
利用外语组织课堂进行教学，通过交流讨论和角色扮演实现外语教学过程交际化。
学生在言语交际活动中不仅要求语言形式的正确性，而且还应注意场合、符合说话人的身份等，得体地使用外语。
4.学生作为学习主体。
在以学生为中心的外语课堂上，教学目标是培养学生自主学习和学会学习的能力。
交际教学法反对命令、强迫和机械的训练，强调激发学习动机，消除焦虑情绪，鼓励学生积极参加言语交际活动，不苛求纠正语言错误。
三.交际教学法存在的问题交际教学法在短短时间内受到国内学者和教师的追捧，但是在实际教学实践中，交际教学法存在一些问题。
交际法
特点
1)以培养交际功能为宗旨 2)以功能意念为纲 3)教学过程交际化 4)以话语为教学的基本单位 5)单项技能训练与综合性技能训练相结合 6)对学习者在学习过程中出现的语言错误有一定的容忍度 7)交际法强调以学生为中心，强调教学要为学生的交际需要服 务
交际法的教学原则
意义原则 交际原则 任务原则
意义原则：教学材料、教学活动要有意义， 教学者要用有意义的语言促进语言学习。 交际原则：真正涉及交际的活动能促进语言 学习，因此课堂中要设计有情境的真正的交 际活动。 任务原则：语言是用来完成任务的，并且通 过任务来进行语言的学习。
功能意念大纲
功能：通过语言做成某件事或达成某 些目的。如：建议、请求、希望等， 可以用“why”来检验的。 意念：功能的内容，即人们在使用某 种语言完成某种功能时所涉及或处理 的概念及其间的关系。比如时间、空 间、数量、条件、因果等。是通过 what 和who来检验的。 意念分为普通意念和特殊意念。前者 多涉及抽象的时空数量等关系，后者 指具体词汇内容。
理论基础
交际法的语言学理论基础
交际法的心理学基础
交际法的语言学理论基础是20世纪
60年代兴 起70年代形成高潮的社会语言学。尤其是社 会语言学家海姆斯的交际能力理论和功能主 义语言学家韩礼德的功能语言理论和话语分 析理论，以及威多森的语言交际观 。
社会语言学家海姆斯在1972年首先提 出了“交际能力”这一著名的概念，这是交 际法所要达到的教学目的，也是交际法的语 言学理论基础。受其影响，交际法把语法看 作实现语言功能的手段。这一概念的提出与 乔姆斯基提出的“语言能力”形成了鲜明对 比。
交际法（Communicative Approach）
1、什么是交际法 2、交际法产生的背景 3、交际法的基础 4、交际法的特点 5、交际法的教学原则 6、交际法的要核及大纲 7、交际法的教学流程 8、交际法的评价
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。
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。
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）。
CLT在外语教学中应用与推广的问题与对策-5页文档资料
CLT在外语教学中应用与推广的问题与对策交际语言教学法（Communicative Language Teaching——CLT），是目前在世界各国语言教学中被广泛应用的一种教学方法，国外的教学实践证明，它对培养语言学习者的语言应用能力、沟通交际能力等语言综合能力是十分有效的。
该教学法自20世纪60年代在英国产生以来，已逐渐形成了比较完整、科学的理论和方法体系，它对整体教学环境，包括人文、道德、文化、语言教师的语言水平及教学水平、教材的选用、教学环节的设置、教师和学习者的角色、班容量的大小以及课堂时间的分配等教学中的各个层面都提出了明确而严格的要求。
该教学法于2002年引入我国，为了进一步提高我国外语教学水平，教育部从2005年开始大力倡导该教学法的使用，但十几年过去了，由于多方面的原因，至今还没有得到有效推广和应用。
那么，影响和阻碍CLT教学法应用和推广的主要制约因素是什么？应如何突破这些瓶颈和障碍? 本文将依据CLT对外语教学中各个环节和层面提出的要求，结合自身的教学经验，谈以下几点认识和看法。
一、外语师资队伍存在的问题及解决措施（一）外语师资队伍存在的问题依据CLT的要求，教师的外语水平必须达到像说母语一样的熟练程度；教师必须经过专门培训并考取硕士以上ＴＥＦＬ（外语）或ＴＥＳＯＬ（第二外语）教学资格证书；语言教师必须熟练掌握CLT教育教学方法和教学技能。
而目前我国高校的外语师资队伍的整体外语水平和专业教学技能状况与CLT的要求有较大差距，这是CLT在我国推广和应用面临的最主要问题，主要表现为：1. 外语水平与CLT的要求差距较大。
在我国的应试教育模式下，无论是中学还是大学，“听说”在外语教学中一直不是教学重点，因此，外语教师的外语听说能力在一开始就是弱项。
另外，外语教师在语音、语调以及外语使用的准确程度和熟练程度等方面的差异，都严重制约着CLT 的推广和应用。
2. 缺乏提高外语水平的语言环境。
CommunicativeLanguageTeaching(交际语言教学).
Exercise 2: Make a dialogue with your deskmate.
A: What do you have in your bedroom?
B: Guess.
A: Do you have _________?
•
B: No, I don’t.
• A: Do you have _________ ?
• ---- Language that is meaningful to the learner promotes learning
Main features
• ---- An emphasis on learning to communicate through interaction in the target language.
Communicative Language Teaching
(交际语言教学)
广西师范学院初等教育学院 蓝卫红
Objectives
➢ 领会交际语言教学理念； ➢ 掌握交际教学语言教学特点、教学目标和
教学原则； ➢ 掌握运用信息差活动组织交际性操练。
Stage 1: Experience
Experience and think: What can promote students’ learning and sustain their interest in learning?
Types of learning techniques and activities
• Communicative language teaching uses almost any activity that engages learners in authentic communication.
Unit 2 Part 1 Communicative Language Teaching(交流性语言教学)
Part 1
Communicative Language Teaching
Warming-up Question
If you are a teacher, how can you teach the following sentence to your students?
Have you had your lunch?
lnguage in classrooms?
Page 15, task 1
I. Language use in real life vs. traditional pedagogy
Traditional pedagogy Language use in real life
Focus on forms of language Focus on one or two language skills To isolate language from context Communicative functions of language Integration of both receptive skills and productive skills Language is always used in a certain context.
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 得体性
• I suggest that you buy a black overcoat.
communicativelangueteaching交际语言教学法
c o m m u n i c a t i v e l a n g ue t e a c h i n g交际语言教学法Revised final draft November 26, 2020C o m m u n i c a t i v e l a n g u a g e t e a c h i n g From Wikipedia, the free encyclopediaCommunicative language teaching(CLT), or the communicative approach, is antothat emphasizesas 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.According to CLT, the goal of language education is the ability to communicate in the target language.This is in contrast to previous views in whichwas commonly given top priority.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]ooooooooBackground[]Societal influences[]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).It was'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.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, 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 languagesin 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, which offered foreign-language study to all children rather than to the select few in the elite, greatly increased the demand for language learning.This increased demand included many learners who struggled with traditional methods such as, 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 notdevote 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,and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.Additionally, the trend ofin education provided further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning,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.Academic influences[]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. Thiswas 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.In addition, applied linguists such as Christopher Candlin andobserved 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 tomastering language structures.In 1966, linguist and anthropologistdeveloped the concept of. Communicative competence redefined what it meant to "know" a language; in addition to speakers having mastery over the structural elementsof language, they must also be able to use those structural elements appropriately in a variety of speech domains.This can be neatly summed up by Hymes's statement, "There are rules of use without which the rules of grammar would be useless."The idea of communicative competence stemmed from Chomsky's concept of theof an ideal native speaker.Hymes did not make a concrete formulation of communicative competence, but subsequent authors have tied the concept to language teaching, notably Michael Canale.Canale and Swain (1980) definedcommunicative competence in terms of three components: grammatical competence,competence, and strategic competence. Canale (1983)refined the model by adding discourse competence, which contains the concepts ofand.In the mid 1990s, the Dogme 95 manifesto influenced language teaching through themovement. This proposed that published materials stiflethe 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 isthe antithesis of situational language teaching, which emphasizes learning through text and prioritizes grammar over communication.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 "" competence.Strategic competence is associated with theinterlocutors' ability in using communication strategies.CLT teachers choose classroom activities based on what they believeis going to be most effective for students developing communicative abilities in the target language (TL). Oral activities are popularamong 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.Role-play[]Role-play is an oral activity usually done in pairs, whose main goal is to develop students' communicative abilities in a certain setting.Example:1.The instructor sets the scene: where is the conversation takingplace (E.g., in a café, in a park, etc.)2.The instructor defines the goal of the students' conversation.(E.g., the speaker is asking for directions, the speaker isordering coffee, the speaker is talking about a movie theyrecently 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.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.Interviews[]An interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal skills in the TL.Example:1.The instructor gives each student the same set of questions toask a partner.2.Students take turns asking and answering the questions in pairs.This activity, since it is highly-structured, allows for theinstructor to more closely monitor students' responses. It can zonein on one specific aspect of grammar or vocabulary, while still being a primarily communicative activity and giving the students communicative benefits.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.Group work[]Group work is a collaborative activity whose purpose is to foster communication in the TL, in a larger group setting.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, member B, etc.)3.The instructor gives each group the same task to complete.4.Each member of the group takes a designated amount of time towork on the part of the task to which they are assigned.5.The members of the group discuss the information they havefound, with each other and put it all together to complete thetask.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 ofthat information. Better comprehension leads to better communication with the rest of the group, which improves students' communicative abilities in the TL.Instructors should to be sure to monitor that each student is contributing equally to the group effort. It takes a good instructorto design the activity well, so that students will contribute equally, and benefit equally from the activity.Information gap[]is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them,in the TL.Example:1.The class is paired up. One partner in each pair is Partner A,and the other is Partner B.2.All the students that are Partner A are given a sheet of paperwith a time-table on it. 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 paperwith a time-table on it. The boxes that are empty on PartnerA's time-table are filled in on Partner B's. There are alsoempty boxes on Partner B's time-table, but they are filled inon Partner A's.4.The partners must work together to ask about and supply eachother with the information they are both missing, to completeeach 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.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.Opinion sharing[]Opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills, while talking about something they care about.Example:1.The instructor introduces a topic and asks students tocontemplate their opinions about it. (E.g., dating, schooldress codes, global warming)2.The students talk in pairs or small groups, debating theiropinions 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.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.Scavenger hunt[]A scavenger hunt is a mingling activity that promotes openinteraction between students.Example:1.The instructor gives students a sheet with instructions on it.(e.g. Find someone who has a birthday in the same month asyours.)2.Students go around the classroom asking and answering questionsabout each other.3.The students wish to find all of the answers they need tocomplete the scavenger 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.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.Although CLT has been extremely influential in the field of language teaching, it is not universally accepted and has been subject to significant critique.In his critique of CLT,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.Swan suggests that these theoretical issues canlead to confusion in the application of CLT techniques.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).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.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 critiqueis largely to do with the fact that CLT is often highly praised andis popular, when it may not necessarily be the best method of language teaching.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 toproduce utterances which are grammatically incorrect as long as the interlocutor can get some meaning from them.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.。
英语教学方法名称
英语教学方法名称
以下是一些常见的英语教学方法名称：
1. 情景教学法（Situational Teaching Method）
2. 音乐教学法（Music Teaching Method）
3. 交际教学法（Communicative Language Teaching）
4. 语言经验教学法（Language Experience Approach）
5. 任务教学法（Task-based Learning）
6. 联想教学法（Association Teaching Method）
7. 团体教学法（Group Teaching Method）
8. 游戏教学法（Play Method）
9. 直接法（Direct Method）
10. 快乐教学法（Happy Teaching）
11. 翻译法（Translating Method）
12. 讲授法（Expository Method）
13. 语法翻译法（Grammar-Translation Method）
14. 听说教学法（Audio-Lingual Method）
这些教学方法在英语教学中起着重要的作用，每种方法都有其独特的特点和适用范围。
在实际教学中，教师可以根据学生的需求和实际情况选择合适的教学方法。
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发表时间：2020-01-16T11:25:29.420Z 来源：《知识-力量》2019年12月59期作者：高泉[导读] 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。
（武汉学院英语系，湖北武汉 430212）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。
communicative language teaching 交际语言教学
Communicative desire
Content, not form
Variety of language
No teacher intervention
No materials control
What teachers and students should do？
For communicative activities to take place, the teacher needs to start from controlled structural activities to social problem solving activities.
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 念,而不是一种有固定模式的教 学法)
Two Types
Functional communicatio n activities (功 能性交际活动) Social interaction activities (社 会交往活动)
Communicative Language Teaching（CLT)
• • • • • •
Definition Two types Features Six Criteria The advantages and disadvantages The characteristics of a successful speaking activity
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).
Communicative Language Teaching
• 该方法主要是为有明确目的成年人建 立起来的一个教学体系，它是否适合 用于普通学校的外语教学？ • 需要进一步处理好有错不纠与有错必 究的关系。 • 如何处理语言的流畅性和准确性获得 性的关系需要进一步探讨。 • 教学过程变成交际的过程，语言情景 总还带有些虚假性。
Thank you ！
Conclusion
• 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 instructional system, for materials, for teacher and learner roles and behaviors, and for classroom activities and techniques.
交际教学法的优点
• • • • • • 重视培养学生的交际能力 从学生实际需要出发，确定学习目标 以意念或功能为纲的新思路 重视教学过程的交际化 以话语为教学的基本单位 促进专业外语教学的蓬勃发展
交际教学法的不足
• 如何科学地、系统地统计语言功能项 目，有哪些确定语言功能项目的标准， 作为语言功能的范畴到底有多少，而 外语教学又需要多少语言功能范畴， 又怎样科学地安排它们的教学顺序， 还待进一步探讨，以更好的把握教材 内容。 • 如何协调语言功能与语言结构之间的 关系需要进一步探讨。
Communicative Language Teaching