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