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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 lan
guage(
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!
Differences Between Oral and Written
Communication
(1) Spoken language is
simpler than written language.
----I
’
m having a
bath.
(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.
Func
tion
（
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 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
Nature of
Communicative Activities
:
有没有信息的转换
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、
1. Students must have a desire to
communicate.
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
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