英語(yǔ)法教程Unit2要點(diǎn)

Unit2CommunicativeLanguageTeachingThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations(knowledgeofwhattosay,when,how,where,andtowhom).FivemaincomponentsofcommunicativecompetenceLinguisticcompetence:knowledgeofthelanguageitself,itsformandmeaning(spelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,semantics)Pragmaticcompetence:theappropriateuseofthelanguageinsocialcontext(thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationships.)Discoursecompetence:one’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.(toexpressortounderstandatopiclogicallycoherentlybyeffectivelyemployingorcomprehending

andthecohesivemarkersusedinthediscourse)FivemaincomponentsofcommunicativecompetenceStrategiccompetence:one’sabilitytocompensateforthecommunicationbreakdownduetolackofresourcesbysearchingforothermeansofexpression,suchasusingasimilarphrase,usinggestures,orusingalongerexplanation.Fluency:one’sabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitationPrinciplesofCLTCommunicationprinciple:activitiesthatinvolverealcommunicationpromotelearningTaskprinciple:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearningMeaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocessTheteachingoflanguageskillsinCLTListening&speaking:studentsshouldhavethechancetolistentoandproducewhatismeaningful,authentic,unpredictable,andcreativeifpossible.Reading:thepurposeofreadingisfocused.Readingistoextractmeaningorinformation(thelearningofgrammarandvocabularyistofacilitatesuchaprocess)Writing:studentsshouldpracticewritingwhatpeoplewriteineverydaylifeandwritinginthewaypeoplewriteinreality.LearnerroleswithinCLTLearneractsasnegotiator(betweentheself,thelearningprocess,andtheobjectoflearning)whenhe/sheinteractswithinthegroupandwithintheclassroomproceduresandactivitieswhichthegroupundertakes.Learnershouldcontributeasmuchashegains,andlearninaninterdependentway.TeacherroleswithinCLTOrganizer:tofacilitatethecommunicationprocessbetweenallparticipantsinheclassroom,andbetweentheseparticipantsandthevariousactivitiesandtextsLearnerandresearcher:toactasanindependentparticipantwithinthelearning-teachinggroup.NeedsAnalyst:torespondtolearnerlanguageneedsTeacherroleswithinCLTCounselor:tomaximizethemeshing(intentionandhearerinterpretation,

配合）through

ofthe

speakeruseofparaphrase,confirmation,andfeedback.Groupprocessmanager:organizetheclassroomasasettingforcommunicationandcommunicativeactivities.Duringanactivitytheteachermonitors,encourageslearnersbutsuppresstheinclinationtosupplygapsinwords,grammar,andstrategybutnotessuchgapsforlatercommentary.Attheconclusion

ofgroupactivities,

theleadsinthedebriefing(）oftheactivity,pointingoutalternativesandextensionsandassistinggroupsinself-correctiondiscussion.SixcriteriaforevaluatingcommunicativeclassroomactivitiesCommunicativepurposeCommunicativedesireContent,notformVarietyoflanguageNoteacherinterventionNomaterialscontrolTask-basedLanguageTeachingFourcomponentsofatask:Apurpose:ensurethatstudents

haveareasonfor

undertakingthetaskAcontext：location,participants,relationships,time

?(canbereal,simulatedorimaginary)Aprocess:gettingthestudentstouselearningstrategies(problemsolving,reasoning,inquiring,etc.)touseappropriatewords,sentencestructures,etc.Aproduct:visible(awrittenplan,aplay,aletter)orinvisible(enjoyingastory,learningaboutanothercountry,etc.)ProceduresofTBLTPre-taskintroductiontotopicandtaskTaskcycleTaskPlanningReportLanguageFocusAnalysisandpracticecharacteristicsofTBLTprinciples.Studentscommunicatewitheachotherintargetlanguage,andthenacquirethislanguage;materialsareclosetoreallife.Studentlearnintheenvironmentwhichisrealandnatural;onboththeresultandprocess.Itprovidesstudentswiththechancesforbothlanguagethattheyarelearningandthelearningprocess;onpersonalexperience.Students'ownexperienceandfeelingaboutlearninglanguagecanpromotetheeffectivenessofclass;principles.Itout-classone.AdvantagesofTBLT

aimstoconnectthein-class

learning

andExposuretorichbutcomprehensibleinputofreallanguage,iethekindoflanguagethatlearnerswillbeneedingorwishingtounderstandandusethemselves.(Exposureandinputcomefromteachertalk(esp.duringthepre-taskphaseandwhenreviewinglanguageanalysis),studentslisteningtoeachother,readingthetextsorlisteningtorecordingsofothersdoingthetask.Thisinputisnotconfinedtosentencelevelexamples,butconsistsofreal,oftenspontaneouslanguageuse.Opportunitiesforrealuseoflanguage---chancesforlearnerstoexperimentandtesthypothesis,tomeanwhattheysayandexpresswhattheymeaninavarietyofcircumstances.TBLTframeworkgivesstudentsopportunitiestouselanguagetoexpresswhattheywanttosay,togainpracticeinturn-taking,controllingtheinteraction,interactingspontaneouslyinpairs.TheReportphasethenoffersthemthechallengeofdraftingandperfectingtheirreportforawideraudience.ThePlanningstagegivesstudentstheconfidenceandsupporttheyneedbeforetheyactuallyperforminpublic.Motivationtolistenandread,ietoprocesstheexposureformeaning;andalsotousethelanguage,tospeakandwrite.Focusonlanguage---ReportandAnalysisphaseSimilaritiesbetweenCLTandTBLTDesignPrinciplesCommunicationPrincipleTheAuthen