Communicative,Language,Teaching交際語言教學法

[Communicative,Language,Teaching]交際語言教學法Abstract:AslongastheCommunicativeLanguageTeachingwasintroducedintoChina,ithadbeenappliedtolanguageteachingimmediatelyandgraduallysubsituteforourtraditionalteachingmethods.Thispassagefirstintroducethedefinition,characteristicsofcommunicativelanguageteaching,thengoontodealwiththenewrolesstudentsandteachersshouldactinthisteachingapproachandlistsomeusefulclassactivitiesthatmayutilizeintheteachingprocess.Atlast,thepassagealsogivesomecommentsonthisnewapproach.<br/>KeyWords:communicativelanguageteaching,theroleofteachersandstudents,classactivities,evaluations<br/>摘要：交際教學法把英語的交際能力作為英語教學的最終目的，提倡通過交際來學習外語，強調(diào)培養(yǎng)學生的英語交際能力。隨著交際法英語教學引入我國以來，它已經(jīng)逐漸取代傳統(tǒng)的英語教學模式并受到越來越多的關(guān)注。本文第一章介紹交際教學法的定義及特點。第二章及第三章著重介紹教師及學生在交際教學法中的角色轉(zhuǎn)變及有效的課堂活動。第四章為結(jié)論部分，對交際教學法的效果及作用做由了一些評價。<br/>關(guān)鍵詞：交際法英語教學師生角色課堂活動<br/>［中圖分類號］:G424,21［文獻標識碼］:A［文章編號］:1002-2139(20__)-20-0084-02<br/><br/>ChapterOneBackgroundInformationandDefinitionofCLT<br/>1.1DefinitionofCLT<br/>CommunicativeLanguageTeachingisanapproachtotheteachingofsecondandforeignlanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage.<br/>1.2BasicFeaturesofCLT<br/>DavidNunan(1991:279)listsfivebasiccharacteristicsofCommunicativeLanguageTeaching:<br/>(1)Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.<br/>(2)Theintroductionofauthentictextsintothelearningsituation.<br/>(3)Theprovisionofopportunitiesforlearnerstofocus,notonlyonthelanguagebutalsoonthelearningprocessitself.<br/>(4)Anenhancementofthelearner"sownpersonalexperiencesasimportantcontributing<br/>(5)Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.<br/>ChapterTwoTheRolesofTeachersandLearnersintheClassroom<br/>2.1TheRoleoftheTeachers<br/>Communicativelanguageteachingisthegenerallyacceptednorminthefieldofsecondlanguageteaching.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.<br/>2.1.1Organizer<br/>Inthecommunicativelanguageteaching,theteachershouldorganizethecommunicativeactivities,duringwhichthestudentscanhaveinteractionsaccordingtothetopics.Consequently,atthebeginningofeachclass,theteachershoulddesignvariouscommunicativeactivitiesthatcanarousestudents'interests.<br/>2.2.2Adviser<br/>Duringtheclassroomcommunicativeactivities,thestudentsmayencounterdifferentkindsofexpressingdifficulties,orsometimesevencannotcontinuetheirconversationduetothelimitsoftheirlanguageskillsorlackofcertainknowledge.Whenthishappened,theteachershouldhelpthestudentseitherbygivingthemthedirectexpressingorinspirethemtoexpresstheirideasinanotherway.<br/>2.2.3FacilitatorandParticipant<br/>BreenandCandlinpointedoutthatincommunicativelanguageteaching,therearetwoimportantrolestheteachershouldactas.Thefirstroleistofacilitatethecommunicationprocessbetweenallparticipantsintheclassroom,andbetweentheseparticipantsandthevariousactivitiesandtexts.Thesecondroleistoactasanindependentparticipantwithinthelearning-teachinggroup.Thelatterroleiscloselyrelatedtotheobjectivesofthefirstroleandarisesfromit.<br/>2.2TheRoleoftheStudents<br/>InCLT,studentspracticereal-lifesituations.Intheseexercises,thegoalisforthestudenttocommunicatehisorherneedsandthoughts,withoutworryingabouthavingperfectgrammar.Consequently,ininteractiveclassroomteaching,studentscanactasthemaster,cooperatorandrespondentintheclassroomteaching

activities.<br/>2.2.1Manager<br/>InCLT,activities.<br/>2.2.1Manager<br/>InCLT,theclassroomislikeapublicplace;everystudentcanhaveadiscussiononacertaintopicormakearoleplayaccordingtoonesituation.CLTcangivestudentsaccesstoachanceoffreelearning.Inthiskindofclass,thelearningandcommunicatingofstudentsbecomeanactiveandmeaningfulprocess.<br/>2.2.2Participant<br/>Duringtheprocessofcommunicativeactivities,studentslearnanduselanguagebydiscussing,communicatingandcooperating.Thatmeans,thelanguagelearningdependsonthecooperationwithotherstudents.One'sexpressionordiscussioncanhaveaninfluenceonothersaswellasbeinginspiredbyothers.Thus,thewholeprocessoflearningalanguageisalsothecourseofcooperation.<br/>ChapterThreeClassroomActivitiesinCLT<br/>Awildvarietyofmaterialscanbeusedtosupportcommunicativeapproachestolanguageteaching.Thefollowingsaresomemethodswecanutilizeduringthecommunicativelanguageteaching.<br/>3.1Scrambledsentences<br/>Thestudentsaregivenapassageinwhichthesentencesareinascrambledorder.Thismaybeapassagetheyhaveworkedwithoronetheyhavenotseenbefore.Theyaretoldtounscramblethesentencessothatthesentencesarerestoredtotheiroriginalorder.Thistypeofexerciseteachesstudentsaboutthecohesionandcoherencepropertiesoflanguage.<br/>3.2Picturestripstory<br/>Manyactivitiescanbedonewithpicturestripstories.Intheactivity,onestudentinasmallgroupcanbegivenastripstory.Heshowsthefirstpictureofthestorytotheothermembersofhisgroupandasksthemtopredictwhatthesecondpicturewouldlooklike.Aninformationgapexists-thestudentsinthegroupsdonotknowwhatthepicturecontained.Theyhaveachoiceastowhattheirpredictionwouldbeandhowtheywouldwordit.<br/>3.3Roleplay<br/>RoleplaysareveryimportantinCLTbecausetheygivestudentsanopportunitytopracticecommunicatingindifferentsocialcontextsandindifferentsocialroles.Roleplayscanbesetupsothattheyareverystructuredorinalessstructuredway.ThelatterismoreinkeepingwithCLT,ofcourse,becauseitgivesthestudentsmoreofachoice.<br/>ChapterFourEvaluationsofCLT<br/>CommunicativeLanguageTeachingfocusonstudentcenteredteachingpractice.Itsimulatesvarioussituationsaccordingtoreallife,providesopportunitiesforstudentstocommunicatewitheachother.<br/>4.1TheAdvantagesofCLT<br/>TheinteractionbetweenteachersandstudentsaregreatlyenhancedinCLT.OneoftheobviouscharacteristicofCLTisthatthestudentsaremoreresponsibleoftheirownlearningthaninatraditionalteacher-centeredclassroom.Therelationshipbetweenstudentsandteachersisinteractiveandharmonious.<br/>ComminicativelanguageteachingisanewapproachinChina,itemphasizesonthecommunicativecompetenceandcanstimulatestudentsinterestmorethantraditionalteachingmethods.However,italsohassomeshortcomings.<br/>4.2ThedisadvantagesofCLT<br/>OverdoingcertainCLTfeatures,forexampleengaginginreal-lifeauthenticlanguagetotheexclusionofhelpfuldevicessuchascontrolledpractice,orviceversa.Moderationisneededincombinationwithcommonsenseandabalancedapproach.<br/>Conclusion<br/>InpresentEnglishteachinginChina,CommunicativeApproachisawidelyspreadteachingmethod,butitstillneedsimproving.Students"needoflanguageinputandpracticeofl