英语教学法-交际法Communicative-Language-Teaching(1)
交际教学法
交际教学法Communicative Language Teaching一、引言交际教学法产生于二十世纪七十年代,现在已成为国内外众多学者研究的重点之一。
总体来说,交际教学法的发展有效的弥补了翻译法和认知法等教学方法只重语法规则而忽略语言使用的缺陷,极大了促进了英语语言教学的发展。
但是交际教学法在实施的过程当中还有许多问题应该注意。
交际教学法的特点为：坚持以学生为中心开展教学激发学生的学习兴趣；把握课堂教学的灵活性和趣味性；开展丰富多彩的课堂语言交际活动；进行语境化教学二、交际教学法的产生与发展历程交际教学法(Communicative Language Teaching)产生于二十世纪六七十年代。
1957年Chomsky认为语言结构理论已经难以解释语言的基本特点,他提出了语言能力(Linguistic Competence)和语言行为(Linguistic Performance)两个概念。
而Hymes (1972)认为,语言不仅包含语言知识(language knowledge),也应该包含语言应用能力(language use ability),因此他在Chomsky对语言能力和语言行为划分地基础之上提出了交际能力(Communicative Competence)。
Hymes认为,一个人语言掌握的好坏,不仅在于语法规则的正确,也在于能在特定的语境中恰如其分的运用语言。
这就扩大了语言和语言使用能力的内涵意义,涉及到了语言使用者语言之外的知识(陈坚林,2000)。
Halliday对Hymes提出的交际能力做了有益的补充,他为,语言是为交际服务的工具,教学不仅要教会学生正确的语法规则,更要培训学生如何使用语言达到交际的目的。
在此基础之上,以学生为中心,分析学生的交际需求和学习动机的教学实践和科研得以进一步发展,而实践和科研的成果又进一步促进了交际教学法理论的丰富和完善。
对交际教学法做出突出贡献的还有Widdowson、Richard和Schmidt。
英语教学的方法有哪些
英语教学的方法有哪些
英语教学的方法有许多种，以下是常见的几种方法：
1. 交际法（Communicative Approach）：强调学生在真实的语境中进行交际，注重口语和听力技能的培养，通过实际的交际活动来学习语言。
2. 阅读法（Reading Approach）：通过阅读来学习语言，注重扩大词汇量和提高阅读理解能力，培养语感和文化意识。
3. 写作法（Writing Approach）：培养学生的写作能力，通过写作来学习语言结构和表达技巧，提高语言的准确性和流畅性。
4. 任务型教学法（Task-Based Approach）：设置真实的任务和情境，要求学生在完成任务的过程中使用英语来表达，通过实际操作来学习语言。
5. 游戏教学法（Game-Based Approach）：利用各种游戏和活动来激发学生的学习兴趣，提高他们的参与度和积极性，通过游戏的形式学习语言。
6. 任务型语法教学法（Grammar-Translation Approach）：通过讲解语法规则和翻译练习来帮助学生掌握语言结构和阅读能力。
7. 多媒体教学法（Multimedia Approach）：利用多媒体技术，如音频、视频、
互联网等，来增加学习材料的丰富性和趣味性，激发学生的学习兴趣。
8. 情景教学法（Situation Approach）：根据不同情景设置教学活动，让学生在现实生活场景中运用所学的语言知识。
9. 外教授课法（Native Speaker Approach）：请母语为英语的外教来进行授课，提供纯正的语音和语言环境，帮助学生接触和掌握地道的英语表达方式。
不同的方法适用于不同的教学目标和学生群体，教师可以根据实际情况选择合适的教学方法。
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.
常见的英语教学方法
常见的英语教学方法在全球范围内，英语已经成为一门被广泛学习的语言。
为了更有效地教授英语，教师们采用了各种不同的教学方法。
本文将介绍一些常见的英语教学方法，并通过比较它们的优势和劣势来帮助读者选择适合自己的学习方法。
一、直接法（Direct Method）直接法是一种口语为主的教学方法，强调用英语进行沟通和交流。
在这种方法中，教师会避免使用学生的母语，而是通过举例、图片、肢体语言等直接的方式来解释和表达意思。
这有助于学生在日常生活中更快地理解和使用英语。
优势：直接法强调实际语言运用，能够提高学生的口语交流能力和理解能力。
通过这种方法，学生可以更快地掌握语言表达技巧和语感。
劣势：直接法忽略了语法和单词的系统学习，可能导致学生在写作和语法应用方面的困难。
另外，对于一些比较复杂的概念，直接法的教学方式可能不够清晰和详细。
二、语法翻译法（Grammar Translation Method）语法翻译法是一种重视语法和翻译的教学方法。
在这种方法中，教师会注重学生对语法规则的理解，同时通过阅读和翻译文本来加强词汇和句子的掌握。
优势：语法翻译法注重对语言结构的分析，有助于学生理解语法规则和词汇的使用。
此外，通过阅读和翻译，学生可以接触到不同领域的英语素材，提高阅读和写作能力。
劣势：语法翻译法过于强调笔头功夫，缺乏实际口语应用的机会，可能导致学生在交流中的迟缓和困扰。
此外，过多地依赖翻译也会造成学生在表达时产生母语干扰。
三、交际法（Communicative Language Teaching）交际法是一种围绕真实交际目的进行英语教学的方法。
在交际法中，教师会创造各种真实的交际情境，鼓励学生运用英语进行实际对话和交流。
优势：交际法注重真实语言环境的模拟，能够激发学生的学习兴趣和积极性。
通过与教师和其他学生的交流，学生可以提高口语表达和听力理解的能力。
劣势：交际法可能忽略一些语法和词汇的系统讲解，对于一些细节和抽象概念的教学可能不够充分。
英语教学方法有哪些
英语教学方法有哪些英语教学方法有很多种，每一种方法都有自己的优势和适用场景。
下面是关于几种常见的英语教学方法的详细介绍：1. 交际法（Communicative Approach）交际法是一种以语言交际为核心的英语教学方法。
它注重培养学生的语言运用能力，通过真实的交际情景和实际的交流活动来提高学生的语言能力。
交际法鼓励学生用英语进行沟通和合作，通过角色扮演、小组讨论等活动来提高学生的听、说、读、写能力。
这种方法注重学生的动手能力和实际运用能力，培养学生运用语言进行真实交际的能力。
2. 语法翻译法（Grammar-Translation Method）语法翻译法是一种老式的英语教学方法，它注重学习语法和翻译技巧。
这种方法主要以句子的语法结构和词汇的记忆为主要内容，教师注重教授语法规则和词汇知识，学生通过翻译句子来进行语言练习。
尽管语法翻译法在一定程度上能够加深学生对语法和词汇的认识，但它忽视了语言的真实应用和交际能力的培养，容易造成学生对英语的理解和表达能力的欠缺。
3. 课堂讲授法（Lecture Method）课堂讲授法是一种传统的教学方法，教师通过讲解、演示和示范来传授知识，学生主要是被动接受。
这种方法在英语教学中比较适用于一些基础知识的传授和重点的讲解，例如语音和语法规则。
然而，课堂讲授法缺乏互动和实际操作，容易导致学生的学习兴趣和积极性降低。
4. 情景教学法（Situation-based Teaching）情景教学法是一种将语言教学与真实的情境相结合的教学方法，它通过模拟真实场景和情境来进行教学。
教师通过创设情境和角色扮演来激发学生的兴趣和参与度，并帮助学生理解和运用语言知识。
情景教学法注重学生的实际运用能力和交际能力的培养，能够提高学生对语言的理解和表达能力。
5. 任务型教学法（Task-based Teaching）任务型教学法是一种注重学生参与和合作的教学方法，它通过设立任务和问题来引导学生学习和运用语言知识。
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。
当代英语教学法的典型个例及特点评析
当代英语教学法的典型个例及特点评析当代英语教学法涵盖了从传统的教学方法到更加灵活多样的教学模式。
本文将就当代英语教学法的典型个例及其特点进行评析。
1. 交际法（Communicative Language Teaching, CLT）交际法强调学习者的交际能力培养，注重真实的语言交流情境。
教师作为促进交流的中介者，通过创设具体的任务和活动，引导学生参与交际活动。
CLT的典型个例是任务型教学（Task-based Language Teaching, TBLT）。
TBLT强调学习者以完成任务为导向，通过实际的情境让学生使用语言进行真实交流。
其特点包括：- 学习者中心：学生主动参与学习，教师起到辅助和指导的作用；- 意义导向：学习者通过实际任务来获取语言知识；- 语言综合运用：学生在任务过程中综合运用听、说、读、写等语言技能；- 社交性：学生在与他人合作完成任务的过程中培养交际能力。
2. 语法翻转教学（Grammar-Translation Method）语法翻转教学是传统教学法中的一种。
该教学法注重语法规则的学习和应用，通过翻译和背诵等方式教授语言知识。
其特点包括：- 重视语法规则：学习者通过学习语法规则来理解和应用语言；- 词汇和句子的机械记忆：学习者通过大量的背诵和翻译来记忆和运用语言；- 书面语为主：教学中侧重书面语的教学，对口语训练较少。
3. 情景法（Situational Language Teaching）情景法强调教授与实际生活中情景相关的语言知识，通过模拟情景进行教学。
典型的个例是按照情景编写的教材，如“New Concept English”。
其特点包括：- 实用性：教材中的情景和对话与实际生活中的情景相对应；- 虚实结合：通过情景的模拟，让学生在虚拟的情景中练习语言表达；- 听说为主：教学中侧重听说技能的训练。
4. 指导性教学法（Direct Method）指导性教学法强调语言的直接运用，通过直接和自然的语言输入来帮助学生掌握语言。
Communicative Language Teaching 英语教学法课件
Structural view Functional view Interactional view
Textbook PP3-4
• Structural view:
Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntactics. To learn a language is to learn its vocabulary and structural rules. (P3)
1. Language is a system.
2. Language is arbitrary.
3. Language is vocal.
4. Language is for human communication.
参见: 刘润清所著
《论大学英语教学》 Chapter 1
II. Views on language
Ivan Pavlov
(1849-1936)
S-R
• A nineteenth century Russian
教学法在英文中的三种说法
教学法在英文中的三种说法教学法是指教学的方法、策略和技巧，旨在提高学生的学习效果。
在英文中，教学法有许多不同的说法，下面将介绍其中的三种：Teaching Methodology、Pedagogy和Teaching Techniques。
1. Teaching Methodology：Teaching Methodology即教学方法论，它强调了在教学过程中所采用的方法和原理。
这个词汇通常用于描述整个教学过程的设计和实施。
在英语的教学方法论中，有几个重要的概念和理论，例如：- Communicative Language Teaching (交际语言教学)：这是一种以交流为中心的教学方法，强调学生在真实语境中的语言运用能力。
该方法强调学生的主动参与和实践，通过与他人的交流来提高他们的语言技能。
- Task-based Language Teaching (任务型语言教学)：这是一种以任务为基础的教学方法，强调学生的实际应用能力。
教学重点放在完成任务时所需要的语言技能上，以帮助学生在真实情景中使用语言。
- Content-Based Instruction (以内容为基础的教学)：这是一种通过传授学科相关知识来教授语言的方法。
教学过程包括对内容的理解、分析和讨论，以及使用语言来表达和交流。
这种方法旨在提高学生的学科知识和语言能力。
2. Pedagogy：Pedagogy（教育论）是指教学和学习的理论和原则，强调学习者的认知和发展过程。
这个词汇在教育领域很常见，通常用于描述教学过程中涉及的教育原则和方法。
在英语的教育论中，有几个重要的概念和理论，例如：- Constructivism (建构主义)：这是一种教育理论，认为学习是学生通过主动参与构建知识和概念的过程。
教师在这个过程中的角色是引导者和支持者，帮助学生建立自己的理解和意义。
- Behaviorism (行为主义)：这是一种关注行为和刺激反应的教育理论。
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-teac hing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, 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 personalexperiences 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 inwhich 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 influences•2Classroom activitieso 2.1Role-playo 2.2Interviewso 2.3Group worko 2.4Information gapo 2.5Opinion sharingo 2.6Scavenger hunt•3Critiques•4See also•5References•6Further 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 languagefunctions 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 ofthe 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 beconfined 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 realizedthat 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]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 Candlinand Henry Widdowson observed that the current model of language learning was ineffective in classrooms. They saw a need for students to develop communicative skilland 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 nativespeaker.[2] Hymes did not make a concrete formulation of communicative competence, but subsequent authors have tied the concept to language teaching, notablyMichael 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 concepts of cohesion and coherence.[9]An influential development in the history of communicative language teaching was the work of the Council of Europe in creating new language syllabi. When communicative language teaching had effectively replaced situational language teaching as the standard by leading linguists, the Council of Europe made an effort to once again bolster the growth of the new method. This led to the Council of Europe creating a new language syllabus. Education was a highpriority for the Council of Europe, and they set out to provide a syllabus that would meet the needs of European immigrants.[8] Among the studies used by the council when designing the course was one by the British linguist, D. A. Wilkins, that defined language using "notions" and "functions", rather than more traditional categories of grammar and vocabulary. The new syllabus reinforced the idea that language could not be adequately explained by grammar and syntax, and instead relied on real interaction.[8]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 languageteaching 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]Classroom activities[edit]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. T he instructor sets the scene: where isthe conversation taking place? (E.g., ina café, in a park, etc.)2. T he instructor defines the goal of thestudents' conversation. (E.g., thespeaker is asking for directions, thespeaker is ordering coffee, the speaker is talking about a movie they recentlysaw, etc.)3. T he students converse in pairs for adesignated 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 sameutterances 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. T he instructor gives each student thesame set of questions to ask a partner.2. S tudents take turns asking andanswering 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 primarilycommunicative 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. S tudents are assigned a group of nomore than six people.2. S tudents are assigned a specific rolewithin the group. (E.g., member A,member B, etc.)3. T he instructor gives each group thesame task to complete.4. E ach member of the group takes adesignated amount of time to work onthe part of the task to which they areassigned.5. T he members of the group discuss theinformation 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. T he class is paired up. One partner ineach pair is Partner A, and the other isPartner B.2. A ll the students that are Partner A aregiven a sheet of paper with a time-table on it. The time-table is filled in half-way, but some of the boxes are empty.3. A ll the students that are Partner B aregiven a sheet of paper with a time-tableon it. The boxes that are empty onPartner A's time-table are filled in onPartner B's. There are also emptyboxes on Partner B's time-table, butthey are filled in on Partner A's.4. T he partners must work together to askabout and supply each other with theinformation they are both missing, tocomplete 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. Ifthe 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. T he instructor introduces a topic andasks students to contemplate theiropinions about it. (E.g., dating, schooldress codes, global warming)2. T he students talk in pairs or smallgroups, 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. T he instructor gives students a sheetwith instructions on it. (e.g. Findsomeone who has a birthday in thesame month as yours.)2. S tudents go around the classroomasking and answering questions abouteach other.3. T he students wish to find all of theanswers 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 alow-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]Critiques[edit]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, MichaelSwan 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 inclassroom 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 thelanguage).[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 inpossession 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 insteadallows 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]See also[edit]。
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。
初中英语教学中交际教学法的运用策略
初中英语教学中交际教学法的运用策略交际教学法（Communicative Language Teaching）是一种以交际能力为目标的英语教学方法。
它注重学生在真实的语言环境中进行真实的交际活动，培养学生的听、说、读、写能力。
以下是在初中英语教学中运用交际教学法的策略：1. 创造真实的语言环境：让学生置身于真实的语言环境中，例如模拟实际场景进行角色扮演活动，让学生充分感受到语言在真实情境下的运用。
2. 以交际为中心的活动设计：设计具有真实意义的任务，例如情景对话、信息交流等，让学生在交际活动中运用所学知识并获得实际应用的经验。
3. 培养学生的合作能力：通过促使学生相互合作、互相交流，培养他们在语言学习中的团队合作意识和能力。
例如分组讨论、小组合作完成任务等。
4. 引导学生自主学习：鼓励学生通过自主探究和发现，建立起自己的语言知识体系。
教师要扮演指导者的角色，引导学生主动参与、自主学习。
5. 注重语言输出：鼓励学生大胆运用所学语言，尽量用英语交流。
教师要提供一种支持和鼓励的环境，让学生克服害怕出错的心理，勇敢地尝试使用英语。
6. 设计真实情境下的沟通活动：如在班级组织英语角、英语演讲比赛等，让学生在真实的语言情景中运用英语进行交际。
7. 引导学生进行自主评估和互相评估：教师要培养学生的自我评估意识，让学生能够准确判断并改正自己的错误。
教师还可组织学生进行互相评估，让学生学会用恰当的方式给予他人反馈。
8. 创设语言学习环境：提供丰富的语言学习资源，如英语杂志、英文歌曲、英语影片等，让学生在充满英语氛围的环境中进行语言学习。
9. 培养学生的跨文化交际能力：引导学生了解和尊重他人文化背景，培养学生具有跨文化交际的能力和意识。
10. 采用多样化的评估方式：除了常规的笔试和口试，还可以采用观察记录、学生自评、任务评估等方式对学生的交际能力进行评估，从多个角度全面了解学生的语言水平。
总的说来，在初中英语教学中运用交际教学法的关键是创造真实的语言环境和体验，培养学生的交际能力和学习兴趣，使他们具备在真实交际环境中有效运用所学知识的能力。
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。
英语课程教学方法
英语课程的教学方法可以根据不同的教学目标和学生特点选择。
以下是一些常用的英语课程教学方法：1. 交际法（Communicative Approach）：强调以真实情境为基础，通过学生之间的真实交流来提高他们的口语能力。
这种方法注重培养学生的交际技巧和语言运用能力，通过角色扮演、小组讨论和情景模拟等活动来激发学生的积极参与。
2. 任务型教学法（Task-Based Teaching）：将学习任务置于中心，通过解决问题、完成任务或实际项目来促进学生的语言学习。
学生在完成任务的过程中，通过合作、研究和表达等方式来提高他们的语言技能和沟通能力。
3. 阅读教学法（Reading-Based Approach）：以阅读为核心，通过阅读文本来提高学生的阅读理解和词汇量。
同时，结合阅读的相关讨论和写作活动，培养学生的思维能力和文学素养。
4. 听说教学法（Audio-Lingual Method）：着重于听力和口语技能的发展，通过大量的听力训练和模仿口语练习来培养学生的听说能力。
这种方法注重语音和语调的准确性，并通过反复练习来巩固语言结构和表达方式。
5. 全语言教学法（Total Physical Response, TPR）：强调语言与动作、肢体动作和感官体验的联结，通过模仿和物理活动来帮助学生理解和运用语言。
这种方法特别适合初级学习者，并非常适合强化词汇记忆和基本句子结构。
6. 合作学习法（Cooperative Learning）：强调学生之间的合作与协作，通过小组合作、角色分配和互助学习来促进学生的语言发展。
学生在小组中相互支持，共同解决问题和完成任务，提高他们的语言应用能力和社交技巧。
以上是一些英语课程常用的教学方法，可以根据具体的教学目标和学生群体进行选择和组合使用。
同时，教师在实施教学方法时，应根据学生的学习需求和兴趣，灵活调整教学内容和活动，以激发学生的学习兴趣和提高他们的英语能力。
交际法在英语教学中的应用
交际法在英语教学中的应用
交际法（Communicative Language Teaching，CLT）是一种以
交际为导向的英语教学方法。
它的核心是让学生通过实际交流来学习语言，注重语言的功能性和实用性。
在英语教学中，交际法可以应用于以下方面：
1. 语言输入：交际法强调学生在真实的交际环境中学习语言，因此教师可以通过让学生观看视频、听音频、进行角色扮演等方式，让学生接触到真实的语言输入。
2. 语言输出：交际法注重让学生主动使用语言进行交流，因此教师可以通过情景模拟、小组讨论、演讲比赛等方式，鼓励学生主动使用英语进行表达。
3. 语言情境：交际法强调让学生在真实的交际情境中学习语言，因此教师可以通过组织实地考察、实践活动等方式，让学生在真实的情境中使用英语。
4. 反馈和修正：交际法认为通过反馈和修正可以促进学生的语言学习。
教师可以通过对学生的语言输出进行及时的反馈和指导，帮助学生发现错误并加以纠正。
总之，交际法应用于英语教学中可以使学生更加积极主动地学习语言，提高学习效果，同时也更好地培养学生的交际能力。
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。
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).
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• Noam Chomsky: Syntactic Structures(1957) current standard structural theories of language---incapable to account the creativity and uniqueness of individual sentences
• Henry Widdowson: a view of the relationship between linguistic systems and their communicative values in text and discourse
• Canale and Swain: four dimensions of communicative competence---grammatical competence, sociolinguistic competence, discourse competence, strategic competence
Communicative Language Teaching 交际法
• Communicative Language Teaching • Current Language Approaches
Background Approach Design Procedure
Conclusion
• Background
• E.g. Krashen: acquisition vs. learning language learning comes about through using language communicatively
• Johnson and Littlewoods: skill-learning model of learning----cognitive aspect and behavioral aspect
teacher and the students. 4. Helps students cooperative with each other
more.
• Demerits: 1.Hard to define the boundary of “communication”. 2.Hard to balance the language competence and
• 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
• 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
Learner roles:
Teacher roles:
Needs analyst
The role of instructional materials:
Procedure:
Littlewood:
• Merits: 1. Trains students’ communicative competence. 2. Sets goals according to students’ needs. 3. Improves the relationship between the
• Conclusion:
• Altogether, CLT is best considered an approach rather than a method. It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures.
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,
• Theory of learning:
• Communication principle; Task principle; Meaningfulness principle
• Recently, some theories of language learning processes that are compatible with the communicative approach
and conduct; 4. A level of individual learning needs; 5. A general educational level of extra-lingusitc
goals.
The syllabus:
Types of learning and teaching activities:
• Johnson and Johnson identify five core characteristics of current applications of communicative methodology:
• 1. Appropriateness • 2. Message focus • 3. Psycholinguistic processing • 4. Risk taking • 5. Free practice
• 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
• Objectives: • Piepho discusses the following levels of
objectives in a communicative approach: 1.An integrative and content level; 2. A linguistic and instrumental level; 3. An effective level of interpersonal relationships
• Theory of Language:
• Starts from a theory of language as communication
• Hymes’ theory of communicative competence
• Halliday’s functional account of language use
• Notional Syllabus: a significant impact on the development of Communicative Language Teaproach: (a) make communicative competence the goal of language teaching; (b) procedures to teach four skills that acknowledge the interdependence of language and communication
• 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