英語教學法教程(第二版)Unit2要點

1、英語教學法教程(第二版)Unit2要點編制僅供參考審核批準生效日期地址： 電話：傳真: 郵編:Unit 2Communicative Language TeachingThe 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(knowled

2、ge 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 compet

3、ence: 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: ones ability to create coherent written text or conversation and the ability to understan

4、d 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 competenceStrategic competence : ones ability to compensate for the communication breakdown due to lack of r

5、esources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.Fluency: ones ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLTCommunication princ

6、iple: activities that involve real communication promote learningTask principle: activities in which language is used for carrying out meaningful tasks promote learningMeaningfulness principle: language that is meaningful to the learner supports the learning processThe teaching of language skills in

7、 CLTListening & 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

8、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 CLTLearner acts as negotiator (between the self, the learning process, and the object of learning) when he/she interacts within the group a

9、nd 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 CLTOrganizer: to facilitate the communication process between all participants in he classroom, and between these partic

10、ipants and the various activities and textsLearner and researcher: to act as an independent participant within the learning-teaching group.Needs Analyst: to respond to learner language needsTeacher roles within CLTCounselor: to maximize the meshing(配合） of speaker intention and hearer interpretation,

11、 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 strate

12、gy but notes such gaps for later commentary. At the conclusion of group activities, the leads in the debriefing(匯報）of the activity, pointing out alternatives and extensions and assisting groups in self-correction discussion.Six criteria for evaluating communicative classroom activitiesCommunicative

13、purposeCommunicative desireContent, not formVariety of languageNo teacher interventionNo materials controlTask-based Language TeachingFour components of a task:A purpose: ensure that students have a reason for undertaking the taskA context： location, participants, relationships, time (can be real, s

14、imulated or imaginary )A process: getting the students to use learning strategies(problem solving, reasoning, inquiring, etc.) to use appropriate words,sentence structures,etc.A product: visible(a written plan, a play, a letter) or invisible(enjoying a story, learning about another country, etc.)Pro

15、cedures of TBLT Pre-task introduction to topic and task Task cycle Task Planning Report Language Focus Analysis and practicecharacteristics of TBLT 1.Interactive principles. Students communicate with each other in target language, and then acquire this language; 2.Language materials are close to rea

16、l life. Student learn in the environment which is real and natural; 3.Focusing on both the result and process. It provides students with the chances for both language that they are learning and the learning process; 4.Stressing on personal experience. Students own experience and feeling about learni

17、ng language can promote the effectiveness of class; 5.Relative principles. It aims to connect the in-class learning and out-class one.Advantages of TBLTExposure to rich but comprehensible input of real language, ie the kind of language that learners will be needing or wishing to understand and use t

18、hemselves.(Exposure and input come from teacher talk(esp. during the pre-task phase and when reviewing language analysis), students listening to each other, reading the texts or listening to recordings of others doing the task.This input is not confined to sentence level examples, but consists of re

19、al, often spontaneous language use.Opportunities for real use of language-chances for learners to experiment and test hypothesis, to mean what they say and express what they mean in a variety of circumstances.TBLT framework gives students opportunities to use language to express what they want to say, to gain practice in turn-taking, controlling the interaction, interacting spontaneously in pairs. The Report phase then offers them the challenge of drafting and perfecting their report for a wider audience. The Planning stage gives studen