英语课程与教学论_Unit Two Communicative Language Tea
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• Fluency: one’s ability to “link units of speck together with facility and without strain or inappropriate slowness or undue hesitation”.
• Linguistic competence
appropriately in communicative situations.
Five components of communicative competence
• Linguistic competence: “concerned with knowledge of the language itself, its form and meaning”(Hedge, 2000). • Pragmatic competence: concerned with the appropriate use of the language in social context. • Discourse competence: one’s ability to create coherent written text or conversation and the ability to understand them (Canale and Swain, 1980).
Thewayof acquiring/ learning
•Learningthrough
•Languageistaughtby
immerging,experimenting, (immitating)
creating.
Communicative competence includes • the knowledge about the language • and the knowledge about how to use the language
• Pragmatic competence
Teachers need to help learners ☻ learn the relationship between grammatical forms and functions; ☻ use stress and intonation to express attitude and emotion; ☻ learn the scale of formality; ☻ understand and use emotive tone; ☻ use the pragmatic rules of language. ☻ select language forms appropriate to topic, listener or setting, etc.
Language used in real life vs. traditional pedagogy
Inreallife
traditionalpedagogy
•Performingcertain HowisLang. communicativefunctions used/taught? •Usingallfourskills
Teachers need to help learners ☻ achieve accuracy in the grammatical forms of the languages; ☻ pronounce the forms accurately; ☻ use stress, rhythm and intonation to express meaning; ☻ build a range of vocabulary; ☻ learn the script and spelling rules; ☻ achieve accuracy in syntax and word formation.
Unit Two Communicative Language Teaching (1)
ຫໍສະໝຸດ Baidu
Aims for Unit Two
At the end of the unit, you will be able : • to know what communicative competence is; • to understand implications for teaching and learning; • to know principles of Communicative Language Teaching; • to comprehend CLT and the teaching of language skills; • to understand main features of communicative activities; • to grasp criteria for evaluating communicative activities.
Whatpartsof •Languageisusedina languageare certaincontext used/taught?
•Focusingonformsrather thanfunctions •Focusingononeortwo skills
•Isolatinglanguagefrom itscontext
2.1 What is communicative competence?
At the end of this class, you will be able to have a better understanding about communicative competence and its implication for teaching and learning English.
Five components of communicative competence
• Strategic competence: strategies one employs when there is communication breakdown due to lack of resources.
• Linguistic competence
appropriately in communicative situations.
Five components of communicative competence
• Linguistic competence: “concerned with knowledge of the language itself, its form and meaning”(Hedge, 2000). • Pragmatic competence: concerned with the appropriate use of the language in social context. • Discourse competence: one’s ability to create coherent written text or conversation and the ability to understand them (Canale and Swain, 1980).
Thewayof acquiring/ learning
•Learningthrough
•Languageistaughtby
immerging,experimenting, (immitating)
creating.
Communicative competence includes • the knowledge about the language • and the knowledge about how to use the language
• Pragmatic competence
Teachers need to help learners ☻ learn the relationship between grammatical forms and functions; ☻ use stress and intonation to express attitude and emotion; ☻ learn the scale of formality; ☻ understand and use emotive tone; ☻ use the pragmatic rules of language. ☻ select language forms appropriate to topic, listener or setting, etc.
Language used in real life vs. traditional pedagogy
Inreallife
traditionalpedagogy
•Performingcertain HowisLang. communicativefunctions used/taught? •Usingallfourskills
Teachers need to help learners ☻ achieve accuracy in the grammatical forms of the languages; ☻ pronounce the forms accurately; ☻ use stress, rhythm and intonation to express meaning; ☻ build a range of vocabulary; ☻ learn the script and spelling rules; ☻ achieve accuracy in syntax and word formation.
Unit Two Communicative Language Teaching (1)
ຫໍສະໝຸດ Baidu
Aims for Unit Two
At the end of the unit, you will be able : • to know what communicative competence is; • to understand implications for teaching and learning; • to know principles of Communicative Language Teaching; • to comprehend CLT and the teaching of language skills; • to understand main features of communicative activities; • to grasp criteria for evaluating communicative activities.
Whatpartsof •Languageisusedina languageare certaincontext used/taught?
•Focusingonformsrather thanfunctions •Focusingononeortwo skills
•Isolatinglanguagefrom itscontext
2.1 What is communicative competence?
At the end of this class, you will be able to have a better understanding about communicative competence and its implication for teaching and learning English.
Five components of communicative competence
• Strategic competence: strategies one employs when there is communication breakdown due to lack of resources.