英语教学法教程(第二版)Unit2要点

英语教学法教程(第二版)Unit2要点
Unit 2
Communicative Language Teaching
⏹The goal of CLT is to develop students’ communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations(knowledge of what to say, when, how, where, and to whom).
Five main components of communicative competence
⏹Linguistic competence: knowledge of the language itself, its form and meaning (spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, semantics)
⏹Pragmatic competence: the appropriate use of the language in social context (the choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationships.)
⏹Discourse competence: one’s ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)
Five main components of communicative competence
⏹Strategic competence : one’s ability to compensate for the
communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.
⏹Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation Principles of CLT
⏹Communication principle: activities that involve real communication promote learning
⏹Task principle: activities in which language is used for carrying out meaningful tasks promote learning
⏹Meaningfulness principle: language that is meaningful to the learner supports the learning process
The teaching of language skills in CLT
⏹Listening & speaking: students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.
⏹Reading: the purpose of reading is focused. Reading is to extract meaning or information (the learning of grammar and vocabulary is to facilitate such a process)
⏹Writing: students should practice writing what people write in everyday life and writing in the way people write in reality.
Learner roles within CLT
⏹Learner acts as negotiator (between the self, the learning process, and the object of learning) when he/she interacts within the group and within the classroom procedures and activities which the group undertakes.
⏹Learner should contribute as much as he gains, and learn in an interdependent way.
Teacher roles within CLT
⏹Organizer: to facilitate the communication process between all participants in he classroom, and between these participants and the various activities and texts
⏹Learner and researcher: to act as an independent participant within the learning-teaching group.
⏹Needs Analyst: to respond to learner language needs
Teacher roles within CLT
⏹Counselor: to maximize the meshing(配合）of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.
⏹Group process manager: organize the classroom as a setting for communication and communicative activities. During an activity the teacher monitors, encourages learners but suppress the inclination to supply gaps in words, grammar, and strategy but notes such gaps for
later commentary. At the conclusion of group activities, the leads in the debriefing(汇报）of the activity, pointing out alternatives and extensions and assisting groups in self-correction discussion.
Six criteria for evaluating communicative classroom activities
⏹Communicative purpose
⏹Communicative desire
⏹Content, not form
⏹Variety of language
⏹No teacher intervention
⏹No materials control
Task-based Language Teaching
⏹Four components of a task:
⏹A purpose: ensure that students have a reason for undertaking the task
⏹A context：location, participants, relationships, time … (can be real, simulated or imaginary )
⏹A process: getting the students to use learning strategies(problem solving, reasoning, inquiring, etc.) to use appropriate words,sentence structures,etc.
⏹A product: visible(a written plan, a play, a letter) or invisible(enjoying a story, learning about another country, etc.)
Procedures of TBLT
⏹Pre-task
⏹introduction to
⏹topic and task
⏹Task cycle
⏹Task Planning Report
⏹Language Focus
⏹Analysis and practice characteristics of TBLT
⏹1.Interactive principles. Students communicate with each other in target language, and then acquire this language;
⏹nguage materials are close to real life. Student learn in the environment which is real and natural;
⏹3.Focusing on both the result and process. It provides students with the chances for both language that they are learning and the learning process;
⏹4.Stressing on personal experience. Students' own experience and feeling about learning language can promote the effectiveness of class;
⏹5.Relative principles. It aims to connect the in-class learning and out-class one.
Advantages of TBLT
⏹Exposure to rich but comprehensible input of real language, ie the kind of language that learners will be needing or wishing to understand and use themselves.(Exposure and input come from teacher talk(esp. during the pre-task phase and when reviewing language analysis), students listening to each other, reading the texts or listening to recordings of others doing the task.
⏹This input is not confined to sentence level examples, but consists of real, often spontaneous language use.
⏹Opportunities for real use of language---chances for learners to experiment and test hypothesis, to mean what they say and express what they mean in a variety of circumstances.
⏹TBLT framework gives students opportunities to use language to express what they want to say, to gain practice in turn-taking, controlling the interaction, interacting spontaneously in pairs. The Report phase then offers them the challenge of drafting and perfecting their report for a wider audience. The Planning stage gives
students the confidence and support they need before they actually perform in public.
⏹Motivation to listen and read, ie to process the exposure for meaning; and also to use the language , to speak and write.
⏹Focus on language--- Report and Analysis phase
Similarities between CLT and TBLT
⏹1. Design Principles
⏹Communication Principle
⏹The Authenticity Principle
⏹Learning by Doing Principle
⏹2. Teaching Forms
⏹role play and group discussion
Differences between CLT and TBLT
⏹CLT pays more attention to the process of communication. It has not a certain purpose and the result of it is not important.
⏹However, TBLT stresses on purpose and result. A task must have a clear purpose.。