交际教学法的发展以及其在小学英语课堂中的运用

交际教学法的发展以及其在小学英语课堂中的运用

The Development of Communicative Language Teaching Theory Used in

the Primary School English Classroom

摘要：

二战结束以后，英语作为一种通用型语言，使用范围越来越广。自二十

世纪

70

年代以来，中国掀起了一股英语学习热。我国自开设小 学英语课程以

来，关于英语教学的讨论愈演愈烈，但在一点上达成共识的，就是培养学生

“

开

口说英语

”

。英语作为一种语言，是交际的工具，而语言的教学目的就是为了使

< br>用语言在生活中交流。交际教学法注重培养学生的交际能力，而交际能力的核

心就 是使学生能够运用所学语言在不同场合中对不同对象进行有效的、得体的

交际。这种重视 培养学生运用语言能力的交际教学法正和新课标准所提倡的

“

发

展学生综合语言能力

”

的理念相一致。 本文旨在从交际教学法的起源，原则入

手，谈谈交际教学法在小学英语课堂中的运用。< /p>

关键字：

交际教学法起源

交际能力与原则

小学英语课堂

Abstract

English as the

most common

language

finds

its role

in

the world stage since the

World

War

one

has

finished.

Direct

contact

among

nations

has

become

more

and

more

frequent

because

of

the

rapid

development

of

politics,

economics,

science

and

technology since World War

Ⅰ

.Therefore people

forced to pursue

more efficient and

suitable

method

for

English

teaching.

In

the

1970s,

learning

English

became

a

hot

topic in China. How to teaching English and which kind of theory and method should

be applied are always the

most controversial

issues

when there

have

English class

in

primary school. But there is one thing is assured by the majority that the final purpose

of

teaching

English

is

to

let

students

open

their

mouth

to

say

English.

As

a

kind

of

language,

English

is

a

tool

for

communication.

And

the

main

purpose

of

teaching

English

is using

English to communicate between each other

in people’s daily

life

in

all

kinds

of

situations.

This

focus

on

the

students

ability

to

use

language,

and

new

courses

are

standard

communicative

approach

advocated

development

of

language

skills

of

students,

consistent

with

the

idea.

This

paper

originated

from the

communicative

Language

Teaching and principles to start to talk

about

the

communicative

Language

Teaching

in

the

use

of

primary

school

English

class.

Key

words:

development

of

CLT

communicative

language

teaching

theory

primary English class

Ⅰ

. Introduction

In

twenty- first

century

the

rapid

development

of

social

economy,

rapid

technological progress, especially

after China’s accession to WTO, and

international

cooperation and exchange between the

increasingly

frequent

needs of the community

with

a

solid

professional

knowledge

and

strong

English

language

skills

of

the

compound

talents.

After

World

War

Ⅰ

,

the

international

economic

exchanges

and

strengthened

cooperation

require

a

unified

language

to

reduce

the

communicative

barriers.

Correspondingly

the

method

and

aim

of

English

Teaching

have

changed

a

lot.

The

traditional

method

cannot

fit

this

purpose.

Dump

English

must

become

history .And

many

new teaching

methods and

teaching theories

have

come

up.

The

most acceptable

theory and

method

is

“Communicative Language

Teaching

(CLT)

”

.

But

when

mentioned

“Communicative

Language

Teaching”

no

one

can

extremely

explain what it is on earth. Scholars hold their own views on it. As a kind of language

teaching, English teaching must have a deep relation with linguistics. At the 1960s, as

the

situational

teaching

approach

lost

its

reputation,

many

applied

linguists

and

language

teachers

accepted

the

functional

linguistics

and

social

linguistics

research

findings

and

began

to

pay

attention

to

enhance

learners

’

lanuage

communicative

competence.

Moreover,

the

rapid

increase

of

communication

in

Europe

at

that

time

made

it

very

emergency

to

value

learner’s

communicat

ive

competence

by

using

foreign

language.

In

such

a

situation

the

Communicative

Language

Teaching

(short

for

CLT)

appeared.

Chomsky’s

“language

competence”

and

Hymes’s

“

communicative

competence

”

are

the

theoretical

basis

of

CLT.

English

linguist

Wilkins

established

a

project

for

making

communicative

language

teaching

in

that

the

CLT

was

fully

developed.

But

because

that

different

holds

different views, there are so many opinions which differ from each others. This makes

educators

and

teachers

confused.

The

main

purpose

of

this

essay

is

to

make

the

readers

to

have a clear

mind about

the Communicative

Language

Teaching, and then

have a

further discussion on the

application of CLT

in the primary

English class.

By

considering

the

characteristics

of

the

primary

students,

the

writer

would

come

out

some principles of using CLT in primary English class.

Ⅱ

The CLT

2.1. The origin of Communicative Language Teaching

2.1.1 The theoretical base of CLT

The

CLT

mainly

has

three

theoretical

bases

—

the

language

competence

and

performance, communicative competence, the

function of

language. Noam Chomsky

(1957)

presented

language

competence

and

performance

.

The

word

means ability to do something, or knowledge about something, to a certain required or

acceptable

standard.

And

the

word

means

actually

doing

something,

i.e.

using

one's

ability

or

knowledge

to

do

something.

Therefore,

language

competence

means the ability or knowledge to do something by

using

language. We

use

language

to

do

the

following

things:

to

speak,

to

write,

and

to

read

what

other

have

written

or

to

listen

to

others

when

they

are

speaking.

His

most

influential

and

time-tested

contribution

to

the

field,

is

the

claim

that

modeling

knowledge

of

language

using

a

formal

grammar

accounts

for

the

or

of

language. In other words, a formal grammar of a language can explain the ability of a

hearer-speaker

to

produce

and

interpret

an

infinite

number

of

utterances,

including

novel ones,

with a

limited set of

grammatical

rules and a

finite set of

terms [1].

Dell

Hymes

formulated

a

response

to

Noam

Chomsky

’

s

influential

distinction

between

competence

(knowledge

of

grammatical

rules

necessary

to

understanding

and

producing

language)

and

performance

(actual

language

use

in

context).

[2]

Hymes

object to the

marginalization of performance

from the center of

linguistic

inquiry and

proposed

the

notion

of

communicative

competence,

or

knowledge

necessary

to

use

language

in

social

context.

Holliday’s

functional

linguistics

thought

the

function

of

language is that it should be used in a certain social context.

2.1.2 The explanation of communicative competence

Communication

is

interaction

between

people

who

exchange

information,

ideas,

opinions,

thoughts,

information

and

feelings,

as

by

speech

、

signals

、

writing

or

behavior

.

To do effectively, a person

has to

have communicative

competence, which

is defined by Hymes (1972) as

knowing

“when

and

not

to speak, what

to

talk

about

with

whom,

when,

where

and

in

what

manner.”

It

refers

to

a

language

user

’

s

grammatical

knowledge

of

syntax,

morphology

and

the

like,

as

well

as

social

knowledge

about

how

and

when

to

use

utterances

appropriately.

[3]

It

stresses

on

using language to achieve the purpose of communication in the society.

2.2 The development of CLT theory

Since

the

communicative

competence

was

first

rose

by

Hymes

in

1971.

Many

linguists

and

educators

have

turned

their

attention

to

it.

Widdowson

published

his

Teaching

English

as

Communication

which

proposed

that

we

should

deal

with

the

relation between

language usage and

language

use.

He

insisted

that one knew

how to

use

language didn

’

t

mean

he

can

use

it properly; correspondingly

he

must

learn

how

to use language before using it. His attention focused on the communicative behavior

through which one can accomplish one

’

s all kinds of communicative purpose by using

language. He did a great job to the formation of CLT theory. Brumfit and K. Johngon

edited

the

memoir

The Communicative Approach to Language

made

the CLT

theory

become

a

dependent

theory

which

was

accepted

by

most

of

the

linguists

and

educators. In 1975, Van Ek

’

Threshold-level or T-level linked the functional linguistic

theory

in CLT.

He

was

the

first one

who distinguished the

concept

and

function.

He

thought

the

practical

meaning

of

function

is

communication.

And

communication

is

the concepts exchange between speakers. Function always plays a role of delivering

concepts. He thought communication is the main function of language.

Those linguists who supported the CLT thought that every teaching methodology,

no

matter

it

is tradition or new, could be applied to

improve students

’

communicative

ability. This

is what the CLT theory

formulates the

teachers should do when

they are

carrying out their teaching tasks.

2.3The formation of CLT method

At

the end of the Seventies,

the old teaching approaches

were

eliminated

while

the

new

teaching

approach

was

still

beyond

the

practical

teaching

material.

Facing

such a situation

teachers themselves

had to create some

in-class activities

to promote

students

“

communicative

competence

”

.

One

possible

solution

to

bridge

the

gap

between

classroom

language

teaching

and

real-life

language

use

is

the

adoption

of