On Applicability of the CLT in Vocational Colleges in ChinaWord格式文档下载.docx
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On Applicability of the CLT in Vocational Colleges in ChinaWord格式文档下载.docx
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Communicativelanguageteachingisanapproachtotheteachingofsecondorforeignlanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage.Itemergedasaresponsetotheaudio-lingualmethod.Unliketraditionalapproaches,whichmainlyaimtofosterlearners’grammaticalcompetence,thegoalofcommunicativelanguageteachingistodevelopwhatHymes(1972)referredtoas“communicativecompetence.”CanaleandSwain(1980)dividesuchkindofcommunicativecompetenceintofouraspects,whichare?
grammaticalcompetence,sociolinguisticcompetence,discoursecompetence,andstrategiccompetence.?
CLTpossessdistinctivecharacteristics.First,CLTfocusesonmeaningratherthanononform,thatistosay,itsfocusisnotonlanguageaccuracybutonlanguagefluency.Itemphasizestoconveytheinformationbetweenspeakers,andneglectsgrammaticalerrorsspeakersmakeduringinteraction.Second,CLTstressesprocessratherthanproduct.
Third,CLTprovideslearnerswithmeaningfulauthenticmaterialstoachieveeffectivecommunication.Itencourageslearnerstointeractinrealsituation,layingstressonhowtousethelanguageappropriatelyandfluentlyinaspecificcontext.InCLTclassroom,insteadofsingle、dull、meaninglessexercisedrills,thereareactivitiessuchasroleplay、informationgap、groupworksandpairworkstohelpstudentssolveaproblemoraccomplishatask.
Fourth,CLTisakindofacquisition.Acquisitionrefersto?
theunconsciousdevelopmentofthetargetlanguagesystemasaresultofusingthelanguageforrealcommunication.?
(RichardandRogers:
2001,162).InCLTclass,learnersacquirethelanguageinasubconsciousandcognitiveway.
Fifth,rolesoftheteacherandstudentsinCLTclassroomaredifferentfromtheirrolesintraditionalclassroom.Teachersincommunicativeclassroomswillfindthemselvestalkinglessandlisteningmore--becoming?
activefacilitatorsoftheirstudents'
learning.?
(Larsen-Freeman,1986).Theyare?
nolongerthegiverofknowledge,thecontroller,andtheauthority,butratherafacilitatorandaresourceforthestudentstodrawon.?
(Harmer:
2007,57).Studentsbecomeself-drivenlearners,whoareexpectedtocooperatewithotherlearnersandtakeagreaterresponsibilityfortheirownlearning.
Sixth,CLThasuniqueobjectives、syllabusandprinciples.TheCLTgeneralobjectivesincludes1Languageisameansofexpression.2Languageisasemioticsystemandanobjectoflearning.3Languageisameansofexpressingvaluesandjudgmentsaboutoneselfandothers.4Remediallearningisbasedonerroranalysis.5Languagelearningshouldbewithintheschoolcurriculum.
CLTprinciplescanbesummarizedasfollowing:
Learnerslearnalanguagethroughusingitincommunication.Authenticandmeaningfulcommunicationisthegoalofclassroomactivities.Incommunicationfourskillsshouldbeintegrated.Theinteractionisaprocessofcreation,sotrialanderrorisinvolvedalongtheprocedure.Fluencyisanimportantdimensionofcommunication,learnersshouldputfluencyinthefirstplaceandthenaccuracy.
TherearetwosyllabusesoftenemployedinCLTclassroom.Oneistheskills-basedsyllabus,whichfocusesonthefourskillsofreading,writing,listeningandspeaking;
theotheristhefunctionalsyllabus,whichisorganizedaccordingtothefunctionsthatthelearnershouldbeabletocarryoutinEnglish.ThereareavarietyofactivitiesusedinCLTclasses,whichincludeinformationgapactivity,jig-sawactivity,task-completionactivities,informationgatheringactivities,opinion-sharingactivities,role-playactivities,andetc.Mostoftheseactivitiesmakeuseofpairworkorgroupworktopromotelearning.
ⅢTheApplicabilityofCLTatVocationalCollegesinChina
ItisobviousthatCLThasovertadvantagesoverthetraditionalteachingapproaches.Itbringsinnovationtotheareaofsecondlanguageteachingandlearning.Hence,ithasbeenpopularizedaroundtheworldsince1970s,andChinahasthesamestory.CLTwasfirstintroducedtotheChinainthemid-1980s,andbecamepopularinthemiddle1990s.NowithasbeenwidelyusedindifferentlevelofEnglishteachingpractice.Despiteitspopularity,itseffectivenessinpracticevariesindifferentschoolsandcolleges.Let’stakemycollegeasexample.Mycollegeisavocationalcollege,whichemphasizestodevelopstudents’practicalskillsandabilities.Asalanguagetool,Englishlearningisputonaratherhighposition,especiallyinsomemajorssuchastourismandhotelmanagement,studentsmusthaveagoodcommandofEnglishproficiency.Otherwise,theywillbecomelesscompetitiveinemploymentmarket.Studentsaresupposedtotake5-semisterEnglishcourse,3forgeneralEnglish,2forspecificEnglish,and4periodsperweek.ThoughCLTpracticeisgreatlyadvocatedatthecollege,Therearestillmanystudentswhoare“structurallycompetentbutcommunicativelyincompetent”(Johnson&
Morrow,1981,p.1).TheCLTpracticedoesn’tproducesatisfyingteachingresults.
ThefirstfactorthatlimitstheCLTimplementationisfromgovernmentalauthority.Thegovernmentaladministratorsenactandthecollegeadministratorsimplementeducationalpolicies.Theydecidethesyllabus,textbooksandotherkeypoints.TheirdecisionsoftengoillwithCLTpractice.Amongthemoneofthemostinfluentialpoliciesistheexaminationsystem.InChinamoststudentsareexam-orientedbecausescoresaretheonlyfactorthatevaluatestheiracademicachievements.Englishcourseisnoexception.Inbasiceducationstage,studentsworkhardforpassingthecollegeentranceexamination.Aftertheyareenrolledinthecollege,therearestillvariouskindsofexamswaitingforthem,suchasCET(CollegeEnglishTest)band4.ItisanEnglishproficiencytest,includinglistening,readingandwritingsections.Listeningsectiontakesasmallpercentageinthetotalscore.Studentsmustpassthetest,otherwise,theycouldnotgettheirbachelordegree.Insuchsituation,studentshavetospendmuchtimeindoingmechanicalexercisestogethighmarksinexams,andpaylessattentiontointeractionwithothers.Similarly,teachershavetofocusondevelopingstudents’skillsingettinghighmarksbecausestudents’highmarksisonecrucialfactortoevaluatetheirwork.Theresultisthatstudents’grammaticalcompetenceisstrongwhiletheircommunicationcompetenceisweak.
Theclasssizeisakeyfactor.Generallyspeaking,aclasswith45to75studentsiscommoninmycollege.Withsomanystudentsinoneclass,theteachercouldnothandlecommunicativeactivitiessuccessfully.Inthelimitedclasstime,onlysomestudentshavechancetopresenttheirworkinfrontofallstudents,whichwillfrustrateotherstudents’enthusiasminlearning.Also,theteachercouldnotallothisorhertimetoeachstudent,whichmeanstheteachercouldnotcheckeverystudent’sperformance,andhasnoclearideaabouthowwellstudentshaveacquiredthetargetlanguage.Inmostsituations,teacherstendtocaremoreaboutactivestudentsbecausetheycanresponsequicklythanothers,whichcaneasilyarousedissatisfactionofinactivestudents.Theresultisthathighproficientstudentsbecomehigher,andlowproficientstudentsbecomeworseinlearning.InbigclassteachingtheeffectivenessofusingCLTpracticeisdoubtful.
CLTpracticerequireshigh-qualifiedEnglishteachers.Ontheonehand,teachersshouldhaveagoodcommandofEnglishProficiency.Ontheotherhand,teachersneed?
specialqualityincludingmaturity,intuition,educationalskills,anopennesstostudentinput,andagreatertoleranceofuncertainty.?
(Harmer,2001,p:
57).Todevelopthelattercapabilityischallengingformanyteachers.Itrequiresteachers’richworkingexperience,theirdevotiontothejob,theircomprehensiveknowledge,especiallyknowledgeaboutpedagogyandpsychology,andevenpositivelifeattitudes.
Teachers’workloadinCLTclassisfarmorethanthatintraditionalclass.ItseemsthattheteacherspeakslessandlooksmorerelaxedinCLTclassroom.Butthetruthisopposite.BeforeandafterCLTclassteachershavetomakegreaterefforts.Preparationandevaluationworkarebothtime-consumingforCLT.Itisimpossibleforateacherlikemewhohave20periodsinaweekandhaveotherresearchworkorofficeworktosparesomuchtimetocollectmaterials,todesigneachclass,andtoevaluateeverystudent’sprocessaftereachclass.
Students’adaptabilitytoCLTisalsoafactthataffectsitseffectiveness.Moststudentsareaccustomedtotheteacher-centeredteachingstylebeforegettingintothecollege.So,whenfacingatotallynewlearningapproach,theyfeelataloss.Afteraperiodoforientation,somestudentscanbecameindependentlearners,othersmaynotadaptthemselvestotheCLTpractice,sotheyjustgiveu
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