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Communicative
Language Teaching
Language
Processing and Production
(
语言理解和表达
)
1.
The knowledge
involved in language processing
In
conclusion,
when
trying
to
work
out
the
meaning
of
a
piece
of
language
or
trying
to
express
your own meaning, you need to use all the three
types of knowledge: the knowledge of
la
nguage(
语言知识
----
语法
、词汇、句子
), discourse
knowledge
（语篇知识）
, and
background
knowledge
（背景知识）
.
语篇教学
:
如：
----Your phone!
----I
’
m having a
bath.
可以说，语篇教学是
对一个词，一个句，一段话的言外之意、相关文化、相关背景的一种
学习。
Differences Between Oral
and Written Communication
(1) Spoken
language is simpler than written language.
(2) Spoken language has the lighter
lexical density. Lexical density refers to the
number of
content words per clause.
(3) Written language tends to use nouns
instead of verbs
(4) Writing is context
independent, whereas speech is more closely tied
to its context.
Some features of spoken
language:
^
contraction
(
缩写
)
^ hesitation
(
停顿
)
^ filler ?
^ repetition
^ self-
correction
^ restarted
utterance(
重新表达
)
^ demonstrative words
(
指示词
this one, over there, near the door)
Definition to Communicative
Language Teaching
1)
Classroom goals are focused on all of
the components of communicative
competence(
form
/function
/appropriation)
and not restricted to
grammatical and linguistic competence.
2)
Form
is
not
the
primary
framework(syllabus
教学大纲
)
for
organizing
and
sequencing
lessons. Function
（
使用
）
is the framework through which forms
are taught.
3)
Accuracy
is
secondary
to
conveying
a
message.
Fluency
may
take
on
more
importance
than
accuracy.
The
ultimate
criterion
for
communicative
success
is
the
actual
transmission
and
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receiving of
intended meaning.
4)
In
the
communicative
classroom,
students
ultimately
have
to
use
the
language
productively(
speaking and
writing
) and
receptively(
reading and
listening
) in unrehearsed contexts.
交际语言教学（
Communicative
Language
Teaching
，即
CLT
）形成与
70
年代末、
80
年代初。经过近
20
年的发展以逐渐发展成为一
种为世界语言教学界所普遍认同的教学思想、
教学方向。它的
理论主要来自社会语言学、心理语言学和乔姆斯基的转换生成法。其核心是
教语言应当教学生怎样使用语言，用语言达到交际的目的，而不是把教会学生一套语法规则
和零碎的词语用法作为语言教学的最终目标。我国的英语教学新大纲和
新教材都充分体现了
交际语言教学思想。
Nature of
Communicative Activities
:
有没有信息的转换
1.
Students must have a desire to communicate.
The
English Language Curriculum
(
英语课程标准
)
一、对英语教学目标的重新认识
语言知识：
forms/linguistic
competence (
单词、句子、语法
)
语言技能：
listening/speaking/reading/wr
iting
情感态度：
attitude/confidence
学习策略
/
方法
文化意识
二、强调学生语言运用能力的培养
1
）语言学习应成为语言实践的过程
2
）英语课堂为学生提供体验
3
）鼓励学生用实际生活进行语言学习
4
）大量实践形成语感
三、练习与任务型的课堂教学
练习：是否掌握语言形式
任务：是否成功完成任务（
real-life
task
）
四、对学生学习评价的多样化
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