TheUsageofCommunicativeApproachintheTeachingofRead

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The Usage of Communicative Approach in the

Teaching of Reading

uction

Language

teaching

came

into

its

own

as

a

profession

in

the

last

century.

Central

to

this

process

was

the

emergence

of

the

concept

of

methods

of

language

teaching.

The

method

conception of language teaching--the motion of a systematic set of teaching practices based on a

particular theory of language and language learning--is a powerful one, and the quest for better

methods

preoccupies

teachers

and

applied

linguists

throughout

the

20th

century.

One

of

the

most lasting legacies of the Direct Method has been the notion of method itself.

English

teaching

methodology

is

an

independent

subject,

which

studies

the

foreign

language

teaching

theory

and

practical

teaching.

It

is

also

a

science

about

foreign

language

teaching process and teaching laws. Linguists do research on English teaching methodology in

order to guide our English teaching practice. But the developed history of English teaching is

very long, and during that course, there are so many language-teaching schools appearing. Each

school

has

its

own

principles,

opinions,

advantages

and

disadvantages;

meanwhile,

the

generating of these schools owns its ways and characteristics. For example, there is Translation

Method,

Direct

Method,

Audi-lingual

Method,

Audi-Visual

Method

(Situational

Method),

Cognitive-code Learning Theory, Communicative Language Teaching, Natural Approach, and

so on. In my opinion, although the history of CLT (Communicative Language Teaching) is not

very long, as an independent teaching method system, many aspects of CLT (Communicative

Language Teaching) are worth making full use of in foreign language teaching in our country.

The

main

mission

of

foreign

language

teaching

is

to

train

the

students

’

ability

to

communicate

with

people

who

have

different

cultural

background

by

applying

for

target

language.

Foreign

language

teaching

aims

at

promoting

and

improving

the

teaching

and

learning of languages, thus, we can improve people

’

s sensitivity to culture and people

’

ability

for

cross-cultural

communication.

And

now

foreign

language

teaching

has

been

playing

a

dominant

role

in

China

’

s

development,

especially

in

the

present

globalization

of

Chinese

society and economy. Because of this, foreign language teaching is becoming more and more

popular and important.

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Furthermore, English reading has always been considered one of the most important parts

of foreign language learning. Without reading, nothing can be done in the development of the

competence in listening, speaking, writing and translating. Reading courses, or rather, intensive

ones

fill

up

a

large

component

of

the

curricula.

Obviously,

students

and

teachers

should

pay

great

attention to

the importance of reading

courses.

And what

is

reading? How can Chinese

students

achieve

proficient

reading

by

a

teacher's

direction?

How

to

overcome

the

obstacles

existing between the text writer and the text readers and enabling the latter to become effective

readers?

All

of

these

problems

are

based

on

the

methods

that

the

teachers

use

to

solve.

Therefore,

this

article

will

talk

about

how

the

CLT

(Communicative

Language

Teaching)

is

used for the teaching of reading.

icative Language Teaching

A. The Background of CLT (Communicative Language Teaching)

The origins of Communicative Language Teaching are to be found in the changes in the

British language teaching tradition dating from the late 1960s. Until then, Situational Language

Teaching represented the major British approach to teaching English as a foreign language. In

Situational

Language

Teaching,

language

was

taught

by

practicing

basic

structures

in

meaningful situation-based activities.

British applied linguists emphasized another fundamental dimension of language that was

inadequately addressed in current approaches to language teaching at that time - the functional

and communicative potential of language. They saw the need to focus in language teaching on

communicative proficiency rather than on mere mastery of structures.

Another

impetus

for

different

approaches

to

foreign

language

teaching

came

from

changing

educational

realities

in

Europe.

With

the

increasing

interdependence

of

European

countries came the need for greater efforts to teach adults the major languages of the European

Common

Market

and

the

Council

of

Europe,

a

regional

organization

for

cultural

and

educational cooperation. Education was one of the Council of Europe's major areas of activity.

It sponsored international conferences on language teaching, published monographs and books

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about

language

teaching.

The

need

to

articulate

and

develop

alternative

methods

of

language

teaching was considered a high priority.

In

1971

a

group

of

experts

began

to

investigate

the

possibility

of

developing

language

courses on a unit-credit system, a system in which learning tasks are broken down into

or units, each of which corresponds to a component of a learner's needs and is systematically

related to all the other portions

the needs of European language learners, and in particular a preliminary document prepared by

a

British

linguis

，

which

proposed

a

functional

or

communicative

definition

of

language

that

could

serve

as

a

basis

for

developing

communicative

syllabuses

for

language

teaching.

Wilkins's contribution was an analysis of the communicative meanings that a language learner

needs to understand and express. Rather than describe the core of language through traditional

concepts

of

grammar

and

vocabulary,

Wilkins

attempted

to

demonstrate

the

systems

of

meanings that lay behind the communicative uses of language.

The

work

of

the

Council

of

Europe;

the

writings

of

Wilkins,

Widdowson,

Candlin,

Christopher Brumfit, Keith Johnson, and other British applied linguists on the theoretical basis

for a communicative or functional approach to language teaching; the rapid application of these

ideas by textbook writers; and the equally rapid acceptance of these new principles by British

language

teaching

specialists,

curriculum

development

centers,

and

even

governments

gave

prominence nationally and internationally to what came to be referred to as the Communicative

Approach, or simply Communicative Language Teaching. Although the movement began as a

largely

British

innovation,

focusing

on

alternative

conceptions

of

a

syllabus,

since

the

mid-1970s the scope of Communicative Language Teaching has expanded. Both American and

British

proponents

now

see

it

as

an

approach

(and

not

a

method)

that

aims

to

(a)

make

communicative competence the goal of language teaching

and (b) develop procedures for the

teaching

of

the

four

language

skills

that

acknowledge

the

interdependence

of

language

and

communication.

Origin of CLT (Communicative Language Teaching)

Communicative Language Teaching began in Britain in the 1960s as a replacement to the

earlier structural method, called Situational Language Teaching. This was partly in response to

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< br>

Chomsky

’

s

criticisms

of

structural

theories

of

language

and

partly

based

on

the

theories

of

British

functional

linguistics,

such

as

Firth

and

Halliday,

as

well

as

American

sociolinguists,

such as Hymes, Gumperz and Labov and the writings of Austin and Searle on speech acts.

The Communicative Language Teaching could be said to be the product of educators and

linguists who had grown dissatisfied with the Audi lingual and grammar-translation methods of

foreign language instruction. They felt that students were not learning enough realistic, whole

language. They did not know how to communicate using appropriate social language, gestures,

or

expressions;

in

brief,

they

were

at

a

loss

to

communicate

in

the

culture

of

the

language

studied. Interest in and development of communicative-style teaching mushroomed in the 1970s;

authentic language use and classroom exchanges where students engaged in real communication

with one another became quite popular. In the intervening years, the communicative approach

has been adopted to the elementary and secondary schools in foreign language teaching.

The

emergence

of

CLT

(Communicative

Language

Teaching)

is

the

result

of

development

of

sociolinguistics

and

psycholinguistics.

It

is

also

the

research

result

of

Transformational- Generative Grammar School. In other words, the research of sociolinguistics,

psycholinguistics and Transformational- Generative Grammar lays a theoretical

foundation for

the CLT (Communicative Language Teaching).

Psycholinguists hold the idea that any communicative activity includes two aspects: one is

the thought you want to express, that is to say, the content to show your communicative goals;

the other is how to express your thought by using language, that is to say, in what way you want

to express your thought. In general, the former is called notion, the latter is called the expression

of

notion.

The

concept

—

notion