交际语言教学法Communicative Language Teaching

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英语教学法三种语言观

英语教学法三种语言观
英语教学法中有三种常见的语言观，它们分别是交际语言观、认知语言观和社会语言观。

1. 交际语言观（Communicative Language Teaching Approach）：交际语言观认为语言是交流的工具，学习者学习英语的目的是为了能够流利地与他人进行交流。

在教学中，注重培养学生的听、说、读、写能力，并强调真实的交际情境和真实的语言使用。

2. 认知语言观（Cognitive Language Teaching Approach）：认
知语言观认为语言学习是一种认知过程，学习者需要经过个人内化、记忆和加工等认知活动来掌握语言。

在教学中，注重学生的认知发展和思维方式的培养，教师会引导学生积极探索语言规律和策略。

3. 社会语言观（Social Language Teaching Approach）：社会语
言观认为语言是社会文化的反映，学习者学习英语的目的是为了在社会交往中获得更多的参与机会和成功。

在教学中，注重培养学生的跨文化意识和社会语言能力，教师会让学生了解和体验不同的文化，提供真实的社会语境和情境来帮助学生学习语言。

这三种语言观在英语教学中都有一定的适用性，教师可以根据学生的需求和教学目标选择合适的语言观来进行教学。

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。

communication language teaching(CLT)交际教学法

A Brief Introduction to Communicative Language TeachingMethodDefinitionCommunicative language teaching 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‖.Background and development of communicative language teaching The idea of communicative language teaching developed in the UK in the early70s. The earliest reference to the term, according to Brumfit, was made in Candlin’spaper ―Sociolinguistics and Communicative Language Teaching‖ presented to theconference in London in 1971. The socio-linguistic theory emphasizes onmeaning and communication and attempts to develop learners’communicative competencefrom the socio-cognitive perspective. Rules should not be learned in isolation but should be linked with the functional usesof language. These specific functional needs of the learner have to be ascertained by aneeds analysis. Use, not merely usage, should be the objective of the CLTteacher. CLT thus posited an approach towards language teaching.Since the notion of ―communicative competence‖wasfirst put forward by Hymes in 1972, many researchers and scholars havedeveloped theoriesand practices of CLT method. With theadvance of the notion, CLT approach have developed as an important language teachingmethod and replaced the previous traditional grammar teaching methods gradually.Hymes introduced the concept of ―communicative competence‖ in order to contrast toChomsky's view of ―linguisticcompetence‖. Chomsky made a differentiation betweenlinguistic competence and linguistic performance.For Chomsky, the focus oflinguistic study is to show the speaker's abstract abilities which make them producegrammatically correct sentences. Hymes pointed out that such a view of linguistic study wasmeaningless, linguistic theory should be seen as part of a broader theory combiningcommunication and culture and stated that Chomsky'scategory of performance, which included just psychological restraints on performance and ignored all factors of socialinteraction.In Hymes' opinion, a person who acquires communicative competence acquires notonly the grammatical knowledge but also the ability to use the language as for if something isformally possible; if something is practical by the way of implementation available; ifsomething is appropriate in relation to a context that it is used; if something is done in fact.The main characteristics and principles of CLTCLT derives its essential characteristics from the fact that at every stage-the setting oflearning objectives, the development of learning contents, the elaboration and implementationof classroom activities, the judgment of learners' progress, and the definition of a syllabus—itfocuses on language as a medium of communication (Little, 1991). CLT has manycharacteristics which can be summarized as follows:(1) Language teaching should pay more attention on meaning rather thanform;(Johnson,1982; Bnunfit, 1981);(2)Fluencyshould be emphasized beforeaccuracy (Finocchiaro&Bnmifit, 1981);(3)After the learners have achieved fluency, the accuracy ofexpression should become the focus of teaching (Savignon, 1983);(4)The sequence of language presentation should be based on the semanticconsiderations and the analysis of learners' needs rather than according to linguistic structure(Munby,1978);(5) Since learning a language means learning to do things by way of the language,language teaching should be on the basis of activities (Littlewood, 1981);(6)CLT focus systematic on functional as well as structural views of language, integrating these views into a more fully communicative idea (Littlewood, 1981);(7)Since authentic communication needs a real exchange of information, classroom communication should have information gap (Prabhu,1987);(8)Since language use is the main goal of language teaching, learners should be exposedto real language in use on the basis of real materials (Allright,1981);(9)Learners should be encouraged to improve the strategies to communicate meaning inreal situations which may be above their present level of language proficiency (Canale,1983);(10) Learners should become subtle to the notion of suitableness in communication (Canale,1983).Richands and Rogers stated that ―there are some principles to be taken into considerationin practice: the task principle, the communication principle and theprinciple.‖ The followings are seven principles of CLT which s ummarized by Berns in 1990.(1) Language teaching is on the basis of the notion that language is used forcommunication. That is, language is viewed as a social tool which speakers use to makemeaning and communicate with someone about something for some purpose.(2) Diversity is recognized and accepted as a part of language development.(3) A learner's competence is viewed in relative, not in absolute aspects.(4) Over one variety of a language is recognized as a feasible sample for languageteaching and learning.(5) No single methodology or regular set of techniques is provided.(6) Language use is considered as serving textual, ideational, and interpersonal functionsand is bound up with the development of learners' competence.(7)It is fundamental that learners should be at devoted to doing things with language—that is, they use language for a lot of purposes in all periods of learning.Classroom ProceduresSano, et al (1984) argues that communicative language teaching should meet the local needs and the methodology of FL teaching should vary significantly according to the environments in which teachers find themselves working. Based on the teaching aim at the secondary schools in Japan "linguistic competence plus an ability to use the language appropriately", teachers from the communicative Teaching Society chose a method of teaching English which would be effective and appropriate in Japan and which was different from that of CLT developing in Europe at about the same time.Their procedures is :1) Warm-up.This offers learners interesting language activities to relax them and to let them use English creatively. Establishing a non-threatening environment is given prime importance here.2) Introduction of new grammatical items. This is usually carried out through conversion between the teacher and learners concerning objects or incidents familiar to them.... After eliciting appropriate responses for learners, the teacher explains the meaning of the items briefly in Japanese.3)Practice.This is generally carried out either by stimulating learners’ intellectual curiosity or by appealing to their emotional value judgments. Self—expression, activities, though sometimes quite limited in scope, are incorporated even at the earliest stage. C are is also taken to make learning and Production ―deep‖ .4) Reading the text.This includes listening to the tape of a ―gist‖explanation of the content, as well reading the text both silently and aloud.5) Communicative practice. This requires not only mastery of the target item, but also creative use of the knowledge of language so far acquired. It can be totally oral, but quite often involves some writing.There is another procedure designed by Terry Moston and Malcolm Sexton which is a systematic collection of exercise-types. They are:1) Organizing Information. Exercises in this phase focus on ways of encouraging learners to check their basic understanding of a variety of texts in a controlled way, using a range of matching and multiple choice exercises linked to various written, pictorial and heard stimuli.2) Implanting Skills. Here exercises introduce controlled simulations, designed to exploitthevariety of social meanings contained with particular grammatical structures in different situations. Once again the exercises make use of a range of stimuli.3) Developing Skills. Exercises in this phase are intended to enable the learner to make productive use of his language, but still within controlled situations.Gradually,however, the exercises encourage manage transfer to those situations and areas of interest which are personal to the hearer.4) Using Skills.In this open-ended phase, exercises concentrate on language charts and discourse plans to stimulate the production of extended spoken and written communication.Evaluation(1)Advantages of CLTCommunication—According to AbilityWhether CLT should be considered an approach or a methodology is a more abstract debate and here I want to deal with its more practical aspects. In fact, it is those very elements, and the name itself, which have been used to challenge the future relevance of CLT. Firstly, the label implies a focus on communication and some might argue that this method can't be employed genuinely with low levels as there is no authentic communication, due to a limited vocabulary and restricted range of functions. Initially, many of a learner's utterances are very formulaic. As an aside, consider just what percentage of our own English expressions are unique, and how often we rely on a set phrase; just because it is delivered unselfconsciously and with natural intonation does not make it original. The aim is that the length and complexity of exchanges, and confident delivery, will grow with the student's language ability.With the emphasis on communication, there is also the implication that spoken exchanges should be authentic and meaningful; detractors claim that the artificial nature of classroom–based (i.e. teacher - created) interactions makes CLT an oxymoron. Nevertheless, a proficient teacher will provide a context so that class interactions are realistic and meaningful but with the support needed to assist students to generate the target language. We need to consider that producing language is a skill and when we learn a skill we practise in improvised settings. For example, before a nurse gives a real injection, they have punctured many a piece of fruit to hone their technique.Accuracy as Well as InfluencyThis focus on accuracy versus fluency is one of the issues not often considered in a discussion of CLT. The teacher decides to pay attention to one or other end of this band, depending on the type of lesson, or the stage of a particular lesson, and accuracy is their choice if they want to deal with students getting things right, take an opportunity for correction, or gauge the success of their teaching, for example. Freerspeaking involves more choice, therefore more ambiguity, and less teacher intervention. While CLT implies the lessons are more student-centered, this does not mean they are un-structured. The teacher does have a very important role in the process, and that is setting up activities so that communication actually happens. There is a lot of preparation; accuracy practice is the bridge to a fluency activity. By implication, CLT involves equipping students with vocabulary, structures and functions, as well as strategies, to enable them to interact successfully.Promoting LearningThis returns us to the consideration of who we are teaching, and why. Are our students aiming to learn or acquire English? Do they need to know lexical items and linguistic rules as a means of passing an exam, or do they want to be able to interact in English? For those inclined to maintain the dichotomy between learning and acquisition, and who argue that our primary focus is learners, CLT still has relevance. It is timely to review an early definition of CLT. According to Richards and Rodgers, in Guangwei Hu, CLT is basically about promoting learning.(2)DisadvantagesThe style also is potential limited to certain types of student. For instance, it might benefit field-independent students rather than field- dependent students, extroverts rather than introverts, and less academic students rather than academic students. The CLT is not appropriate to students with an interest in language structure or a desire for personal liberation.ConclusionCLT is an innovation in language teaching. It emerged as a new teaching method in Britain in the 1970s and became popular since than. It views language as a vehicle for communication. It recognizes as its aim the teaching of communicative competence, which includes grammatical competence, sociolinguistic competence, discourse competence and strategic competence. Communicative activities play an important role in developing communicative competence and are an important part in communicative classrooms. In communicative classrooms, the teacher's role is facilitator and co-communicator while students become communicators. The communicative teaching procedure has no fixed format and can vary with local needs. Teachers can use CLT flexibly according to their teaching context. With theknowledge of CLT and a better understanding of CLT principles, teachers are likely to succeed in education.Reference(1)Allright, R 1981. Language leaning through communicative practice. In K. Johnson.& K. Morrow (Eds.), Communication in the Classroom. London: Longman.(2)Berns, Margie S. 1990. Contexts of Competence: Social andCultural Consideration inCommunicative Language Teaching. New York: Plenum Press.(3)Hymes, D. 1972. On Communicative Competence. [M]. Harmondsworth: Penguin.(4)Hymes, D. 1979. On Communicative Competence: The Communicative Approach to Language Teaching. Eds. C. J. Bnimfit&K Johnson. Oxfor3: Oxford University Press(5)Cai, Kun(蔡坤). 2002.交际教学法的理论、实践与思考，[J] 广西师范大学学报(1)。

交际教学法（CommunicativeLanguageTeaching）简要回顾

交际教学法(Communicative Language T eaching)简要回顾交际法的形成受功能语言学、社会语言学和心理语言学等学科的影响，其核心是关于交际能力的学说。

而“交际能力”这一概念是1972年美国社会语言学家海姆斯首先提出的。

他认为要获得语言交际能力必须包括语言能力又包括语言运用。

交际能力包括以下几个方面的参数：(I)合乎语法，某种说法是否(以及在什么程度上)在形式上可能；(2)适合性，某种说法是否(以及在什么程度上)可行；(3)得体性，某种说法是否(以及在什么程度上)得体；(4)实际操作性，某种说法是否(以及在什么程度上)实际出现了。

(束定芳、庄智象, 1991) (Hymes，1972)交际法强调语言的功能，认为语言的基本功能就是作为交际的工具，语言教学的理想目标就是培养交际能力。

交际法教学过程不以语法项目为主线来安排教学内容和顺序，而是以语言功能为基础。

“以学生为中心”是交际法教学的一大特色，学生是课堂活动的主体。

教师的角色是交际活动的促进者、组织者、参加者和学习者等。

交际教学法优点非常突出，如重视交际能力的培养，学习方法灵活多样，易提高学生学习兴趣等。

交际法在目前外语教学中用得比较多，但实际效果并不明显，面临许多问题。

受到诸如学生的心理、教室的布局、教材的限制、考试和评估方式等因素影响。

受传统文化影响，大多数学生在课堂上不愿意参与交流，回答问题，更愿使用传统教学法，能在考试中取得好成绩。

学习者的学习动机、目的及学习观念等对教师实施何种教学模式同样具有很大反作用。

当前我国大学英语课堂学生人数普遍较多，在课堂上培养学生的交际能力，对英语教师也提出了更高的要求。

对教师自身的知识面，课堂活动的掌控和引导都提出了更高要求。

2 语法教学法语法教学法也被称为语法翻译教学法，学习英语最重要的任务就是学习语法，语法是语言的核心。

语法翻译法通过强调语法的学习，使学生能够充分认识英语的本质特征，因此具备牢固的语法知识可使学生的英语表达更为准确。

COMMUNICATIVE LANGUAGE TEACHING 沟通式教学法

COMMUNICATIVE LANGUAGE TEACHING 溝通式教學法 (CLT; orNOTIONAL-FUNCTIONAL APPROACH)正當Situational Language Teaching (SLT) 在英國的語言教學界盛行之時，美國已於1960年代末期開始檢討Audiolingual Method (ALM) 的理論基礎。

此舉讓英國的語言學家們重新對SLT的教學理論產生質疑。

他們開始注意到語言教學的重點應該擺在〝溝通能力〞（communicative competence; 用來呼應美國語言學家瓊姆斯基所提的〝語言能力〞linguistic competence），而非語言結構的熟練度（mastery of structures）。

大西洋對岸的美國語言學家們也表示，語言的獨特性與多變性不是用幾個結構性的理論就能籠統概括的。

正巧，歐陸的語言學家所提出的觀點也與英美兩國對語言教學理論所產生的反動思潮互相輝映：語言教學的課程內容應該以語言學習者所需之溝通需求與能力為主。

於是，在英、美、歐陸三方的教學理論的激盪下，誕生了Communicative Language Teaching (CLT)。

CLT認為，語言包含了〝溝通能力〞和語言所處的〝文化社會意涵〞，其功用則包括了功能性（functional; 指用言語和他人互動）、規範性（regulatory; 指用言語限制他人行動）、互動性（interactional; 指用言語和他人互動）、想像性（imaginative; 指用言語創造出想像世界）以及再現性（representative; 指用言語溝通、呈現訊息）等多種用途。

其中，〝溝通能力〞還可細分為文法能力（grammatical competence，也就是字彙、構詞、語法的能力）、社會性語言能力（sociolinguistic competence，指對溝通者本身的角色、說 / 聽者雙方所共同知道的背景資訊、以及溝通互動之意旨等的瞭解）、言談能力（discourse competence，指如何根據聽 / 說者雙方間的關係來闡釋訊息、如何將意義呈現等之能力）、和溝通策略能力（strategic competence，只指如何開始、終止、延續或修正溝通過程的能力）。

Communicative Language Teaching (CLT),交际教学法,

March 19th, 2012 Last week we learned about the Communicative Language Teaching (CLT). CLT dates from the late 1960s. It is a kind of approach on foreign language teaching that focuses on helping students to communicate meaningfully in the target language. The adoption of CLT is an attempt to bridge the gap between classroom language teaching and real-life language use. The goal of CLT is to develop students’ communicative competence.Here comes a question, i.e. what is communicative competence? Generally speaking, it includes three main components: Knowledge, Skills, and Abilities. Firstly, “Knowledge” refers to the knowledge of language itself, namely, formal knowledge, and functional knowledge. Secondly, “Skills”are assumed to mean the mastery of skills for the formal knowledge and the use of formal language on eyes, ears, mouth and pen, which is the so—called listening, speaking, reading and writing skills. At last but not least, “ability”is concerned with the appropriate use of the language in a certain context. One should know how to use and respond to different types of communicative contexts. What’s more, he or she should have the ability to speak English fluently. From the above, we can come to a conclusion that communicative competence entails knowing not only the language code or the formal knowledge of language, but also what to say to whom and how to say it appropriately in any given situation.1In order to achieve that goal, what teacher should do in real teaching and learning? Since CLT emphasize that language is acquired through communication, so the most basic thing teacher should do is to place students in a real communication context as much as possible. But what kind of contexts can be called real communication context? The real communication context requires for a communicative purpose and a communicative desire. For instance, to have students read and have a conversation that they’ve already know could not be looked upon as communication. (Like these conversations: “What’s your name? My name is Lily; Is this a desk? Yes, it is.”) There must be some kind of information gap that students seek to bridge when they are communicating. The student should feel a real need to communicate.2 For example, to have the students ask each other’s known name could not be regarded as real communication, but we can change it in another way. Let the students choose an English name for themselves without letting others know it. Every student is supposed to hand in a seating chart on which has everyone’s English name. In order to finish this task, students have to ask their classmates and even its spelling. In this way students could not only practice the sentence pattern but also make conversations in an almost real communicative context. This is more effective than just do a mechanical repetition of the sentence pattern without any communicative needs.Further more, the teacher need to guide learners to solve the problem they’ve meet, to grasp the formal knowledge and functional knowledge, to use language adequately. Teacher should set up many communicative activities for students. And these teaching activities must be interesting and can effectively attract their attention. Only under this condition can students learn English actively.1王蔷主编. 《英语教学法教程》. 高等教育出版社: 192王蔷主编. 《英语教学法教程》. 高等教育出版社: 24。

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.

英语教学法-交际法Communicative-Language-Teaching

• Theory of Language:
• Starts from a theory of language as communication
• Hymes’ theory of communicative competence
• Halliday’s functional account of language use
• Origins: changes in the British language teaching tradition dating from the late 1960s
• British applied linguists began to call into question the theoretical assumptions underlying Situational Language Teaching
the communicative competence.
3.Hard to find an ideal and practical kind of instructional materials.
4.Hard to deal with the mistakes occurring in the communication,
• 1971: a group of experts, develop language courses on a unit-credit system
• 1972: Wilkins, a functional or communicative definition of language
• Two types of meaning behind the communicative use of language: notional categories and categories of communicative function

[Communicative,Language,Teaching]交际语言教学法

[Communicative,Language,Teaching]交际语言教学法Chapter One Background Information and Definition of CLT1.1 Definition of CLTCommunicative Language Teaching 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.1.2 Basic Features of CLTDavid Nunan (1991:279) lists five basic characteristics of Communicative Language Teaching:(1) An emphasis on learning to communicate through interaction in the target language.(2) The introduction of authentic texts into the learning situation.(3) The provision of opportunities for learners to focus, not only on the language but also on the learning process itself.(4) An enhancement of the learner“s own personal experiences as important contributing(5) An attempt to link classroom language learning with language activation outside the classroom.Chapter Two The Roles of Teachers and Learners in the Classroom2.1 The Role of the TeachersCommunicative language teaching is the generally accepted norm in the field of second language teaching. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.2.1.1 OrganizerIn the communicative language teaching, the teacher should organize the communicative activities, during which the students can have interactions according to the topics. Consequently, at the beginning of each class, the teacher should design various communicative activities that can arouse students’ interests.2.2.2 AdviserDuring the classroom communicative activities, the students may encounter different kinds of expressing difficulties, or sometimes even can not continue their conversation due to the limits of their language skills or lack of certain knowledge. When this happened, the teacher should help the students either by giving them the direct expressing or inspire them to express their ideas in another way.2.2.3 Facilitator and ParticipantBreen and Candlin pointed out that in communicative language teaching, there are two important roles the teacher should act as. The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it.2.2 The Role of the StudentsIn CLT, students practice real-life situations. In these exercises, the goal is for the student to communicate his or her needs and thoughts, without worrying about having perfect grammar. Consequently, in interactive classroom teaching, students can act as the master, cooperator and respondent in theclassroom teaching activities.2.2.1 ManagerIn CLT, the classroom is like a public place; every student can have a discussion on a certain topic or make a role play according to one situation. CLT can give students access to a chance of free learning. In this kind of class, the learning and communicating of students become an active and meaningful process.2.2.2 ParticipantDuring the process of communicative activities, students learn and use language by discussing, communicating and cooperating. That means, the language learning depends on the cooperation wi th other students. One’s expression or discussion can have an influence on others as well as being inspired by others. Thus, the whole process of learning a language is also the course of cooperation.Chapter Three Classroom Activities in CLTA wild variety of materials can be used to support communicative approaches to language teaching. The followings are some methods we can utilize during the communicative language teaching.3.1 Scrambled sentencesThe students are given a passage in which the sentences are in a scrambled order. This may be a passage they have worked with or one they have not seen before. They are told to unscramble the sentences so that the sentences are restored to their original order. This type of exercise teaches students about the cohesion and coherence properties of language.3.2 Picture strip storyMany activities can be done with picture strip stories. In theactivity, one student in a small group can be given a strip story. He shows the first picture of the story to the other members of his group and asks them to predict what the second picture would look like. An information gap exists-the students in the groups do not know what the picture contained. They have a choice as to what their prediction would be and how they would word it.3.3 Role playRole plays are very important in CLT because they give students an opportunity to practice communicating in different social contexts and in different social roles. Role plays can be set up so that they are very structured or in a less structured way. The latter is more in keeping with CLT, of course, because it gives the students more of a choice.Chapter Four Evaluations of CLTCommunicative Language Teaching focus on student-centered teaching practice. It simulates various situations according to real life, provides opportunities for students to communicate with each other.4.1 The Advantages of CLTThe interaction between teachers and students are greatly enhanced in CLT. One of the obvious characteristic of CLT is that the students are more responsible of their own learning than in a traditional teacher-centered classroom. The relationship between students and teachers is interactive and harmonious.Comminicative language teaching is a new approach in China, it emphasizes on the communicative competence and can stimulate students interest more than traditional teaching methods. However, it also has some shortcomings.4.2 The disadvantages of CLTOverdoing certain CLT features, for example engaging in real-life authentic language to the exclusion of helpful devices such as controlled practice, or vice versa. Moderation is needed in combination with common sense and a balanced approach.ConclusionIn present English teaching in China, Communicative Approach is a widely spread teaching method, but it still needs improving. Students“ need of language input and practice of language required teachers to balance. In teaching language skills, listening and speaking are much more emphasized than reading and writing. Through discussing aspects of teaching of English language system and skills, the dissertation shows that when helping students build a language system, teachers may adopt cognitive method in language teaching.BibliographyBrown, H. D.Teaching by Principles: An Interactive Approach to Language Pedagogy[M]. Englewood Cliffs,NJ: PrenticeHallRegents, 1994.Hymes, D. H. On Communicative Competence[A]. 1971.Jack C. Richards and Theodore S. Rodgers: Approaches and Methods in Language Teaching. Foreign Language Teaching and Research Press, 2008Wilkins, D. A.NotionalSyllabuses[M]. Oxford: Oxford University Press, 1976.。

英语教学法课程术语解释

英语教学法课程术语解释以下是一些常见的英语教学法课程术语解释：1. TPR（Total Physical Response）：全身反应法，这是一种语言教学方法，通过身体动作教授语言。

（Team-Based Learning）：基于团队的学习，这是一种教学方法，学生分组进行讨论、合作和分享。

3. PPP（Presentation-Practice-Production）：呈现-练习-输出模式，这是语言教学的一种模式，它包括呈现新语言、练习新语言和输出新语言三个阶段。

4. CLT（Communicative Language Teaching）：交际语言教学，这是一种语言教学方法，强调使用真实场景和交流来教授语言。

5. TBLT（Task-Based Language Teaching）：任务型语言教学，这是一种语言教学方法，通过完成任务来教授语言。

6. SLA（Second Language Acquisition）：第二语言习得，这是研究人们如何学习和习得第二语言的学科。

7. FLT（Foreign Language Teaching）：外语教学，这是指对非母语的教学，可以是任何一门外语。

8. PPP（Phonics）：自然拼读法，这是一种语言教学方法，通过学习字母和字母组合的发音规则来教授阅读和写作。

9. ESL（English as a Second Language）：英语作为第二语言，这是指非英语母语者学习英语的情况。

10. EFL（English as a Foreign Language）：英语作为外语，这是指英语作为非母语被学习的情况。

以上是部分常见的英语教学法课程术语，每个术语都有其特定的含义和应用。

希望对您有所帮助。

英语教学方法有哪几种

英语教学方法有哪几种1. Communicative Language Teaching (交流式教学法): 这种方法侧重于提高学生的语言交流能力，通过实际的交际活动来帮助学生掌握语言技能。

2. Task-Based Language Teaching (任务型教学法): 这种方法将语言教学与实际任务相结合，要求学生通过完成任务来实践语言运用。

3. Content-Based Instruction (以内容为基础的教学法): 这种方法将语言学习与学科知识相结合，以提高学生的学科知识和语言能力。

4. Total Physical Response (全身反应法): 这种方法通过运动、动作和身体反应来帮助学生理解和掌握语言。

5. Cooperative Learning (合作学习法): 这种方法通过学生之间的合作学习来提高语言能力，培养学生的团队合作和沟通能力。

6. Suggestopedia (暗示式教学法): 这种方法通过创造宽松、积极的学习环境，激发学生的学习兴趣和潜能。

7. The Silent Way (沉默法): 这种方法强调学生的主动参与和发现，教师在教学中保持沉默，让学生自己探索和发现语言规律。

8. Community Language Learning (社区语言学习法): 这种方法强调建立积极的、互动的学习社区，通过教师和学生的合作来帮助学生学习语言。

9. Lexical Approach (词汇法): 这种方法强调词汇的教学和运用，认为词汇是语言学习的核心。

10. Grammar-Translation Method (语法-翻译法): 这种方法侧重于教授语法知识和翻译技巧。

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.。

英语教学法交际法CommunicativeLanguageTeaching

and the students. 4.Helps students cooperative with each other
more.
• Demerits:
• Hard to define the boundary of “communication 〞.
• Hard to balance the language competence and the communicative competence.
• British applied linguists: emphasize on the functional and communicative potential of language
• Changing educational realities in Europe
• interdependence of European countries; learning of the major languages of ECM; promoting language education; formation of the International Association of Applied Linguistics
• At the level of language theory, CLT has a rich, if somewhat eclectic, theoretical base.
• Some characteristics of the communicative view of language P161
• Design: • Objectives • The syllabus • Types of learning and teaching activities • Learner roles • Teacher roles • The role of instructional materials

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(CLT)

"交际能力”这一概念最初是由美国社会语言学家
Dwell Hymes 提出的。他认为，交际能力不仅包括对一种语言的语言形式的理解和掌握，而且还包括对在何时何地，以什么方式对谁恰当使用语言形式进行交际的知识体系的理解和掌握。交际能力是一个复杂的概念，涉及到语言、修辞、社会、文化、心理等多种因素.
Definition
• Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study • To describe a long list of activities including role - play, simulations, group work and language games and puzzles. • To develop communicative competence and which often aids students in their acquisition of the other more commonly taught linguistic skills.
Communicative Language Teaching（CLT)
Name :唐乖乖 Number:2015 Grade: 2015
References
• Book: Language Teaching& Learning from Theory to Practice «外语教学与学习--- 理论与实践» （英）马丁.韦德尔（中）刘润清高等教育出版社1995