交际法语言教学流派评析

Approach-theory of learning
• 1Elements of an underlying learning theory can be discerned in some CLT practices. • A. activities that involve real communication promote learning • B. activities in which language is used for carrying out meaningful tasks promote learning (task principle) • C. language that is meaningful to the learner supports the learning process(meaningfulness principle)
• 2Another impetus -came from changing educational realities in Europe. • 3D.A. Wilkins- an analysis of the communicative meanings that a language learner needs to understand and express two types of meanings: notional categories and categories of communicative function
Conclusion
• At the level of language theory, CLT has a rich ,if somewhat eclectic, theoretical base. Some characteristics of this communicative view of language follow: • 1. language is a system for the expression of meaning • 2. the primary function of language is to allow interaction and communication • 3. the structure of language reflects its functional and communicative uses • 4.the primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse
• 4Canale and Swain- four dimensions of communicative competence • grammatical competence • sociolinguistic competence • discourse competence • strategic competence
• 3Johnson and Littlewood- consider an alternative learning theory that they also see as compatible with CLT-a skilllearning model of learning. • This theory thus encourages an emphasis on practice as a way of developing communicative skills.
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Design
• Design-objectives • Design- the syllabus • Design- types of learning and teaching activities • Design- learner role
Design -objectives
• Piepho discusses five levels of objectives in a communicative approach.(P162) • Particular objectives for CLT cannot be defined beyond this level of specification. • These needs may be in the domains of reading, writing, listening, or speaking, each of which can be approached from a communicative perspective. • Curriculum or instructional objectives for a course would reflect specific aspects of communicative competence.
• 2Halliday- functional account of language use • “through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus” • describes seven basic functions that language performs for children learning their first language(P160)
• 3Henry Widdowson- his view on the communicative nature of language • He presented a view of the relationship between linguistic systems and their communicative values in text and discourse. • He focused on the communicative acts underlying the ability to use language for different purposes
• 4CLT also can be called notional-functional approach and functional approach. • Both American and British proponents now see it as an approach( and not a method ) that aims to (a) the goal of language teaching-communicative competence (b) procedures -acknowledge the interdepence of language and communication • For some, CLT means little more than an integration of grammatical and functional teaching.（Littlewood） • For others, it means using procedures where learners work in pairs or groups employing available language resources in problem-solving tasks.
Communicative Language Teaching
Background
• 1Chomsky- incapable of accounting for the
fundamental characteristic of language, that is, the creativity and uniqueness of individual sentences • British applied linguists- inadequately addressed in approaches to language teaching at that time, that is, the functional and communicative potential of language • So they saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of stuctures.
Approach
• Approach- theory of language • Approach- theory of learning
Approach-theory of language
• 1Hymes- develop communicative competence • incorporating communication and culture • be communicatively competent in a speech community • a person who acquire communicative competence acquires both knowledge and ability for languange use with respect to four points(P159)
Conclusion
• Common to all versions of CLT is a theory of language teaching that starts from a communicative model of language and language use, and that seeks to translate this into a design for an instructional system, for materials, for teacher and learner roles and behavious, and for classroom activities and techniques.
• 5Howatt- “weak” and “strong“ version of CTL • “weak version”，learning use • “strong version”, using English to learn it • 6Finocchiaro and Brumfit contrast the major distinctive features of the Audiolingual Method and the Communicative Approach.(P156)
• 2Krashen • Learning is the as conscious representation of grammatical knowledge that has resulted from instruction, and it cannot lead to acquisition. • The learned system can serve only as a monitor of the output of the acquired system.
• 7Bronislaw Malinowski and John Firththe focus on communicative and contextual factors in language use • John Firth- focusing attention on discourse as a subject and context for language analysis and language needed to be studied in the broader sociocultural context of its use • 8Applebee- learner-centered and experience-based view of second language teaching