communicativelanguageteaching交际语言教学法.docx
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communicativelanguageteaching交际语言教学法.docx
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communicativelanguageteaching交际语言教学法
communicative-language-teaching交际语言教学法
Communicativelanguageteaching
FromWikipedia,thefreeencyclopedia
Communicativelanguageteaching (CLT),orthe communicativeapproach,isan approach to languageteaching thatemphasizes interaction asboththemeansandtheultimategoalofstudy.LanguagelearnersinenvironmentsutilizingCLTtechniqueslearnandpracticethetargetlanguagethroughinteractionwithoneanotherandtheinstructor,studyof"authentictexts"(thosewritteninthetargetlanguageforpurposesotherthanlanguagelearning),anduseofthelanguageinclasscombinedwithuseofthelanguageoutsideofclass.Learnersconverseaboutpersonalexperienceswithpartners,andinstructorsteachtopicsoutsideoftherealmoftraditionalgrammarinordertopromotelanguageskillsinalltypesofsituations.Thismethodalsoclaimstoencouragelearnerstoincorporatetheirpersonalexperiencesintotheirlanguagelearningenvironmentandfocusonthelearningexperienceinadditiontothelearningofthetargetlanguage.[1] AccordingtoCLT,thegoaloflanguageeducationistheabilitytocommunicateinthetargetlanguage.[2] Thisisincontrasttopreviousviewsinwhich grammaticalcompetence wascommonlygiventoppriority.[3] CLTalsofocusesontheteacherbeingafacilitator,ratherthananinstructor.Furthermore,theapproachisanon-methodicalsystemthatdoesnotuseatextbookseriestoteachEnglishbutratherworksondevelopingsoundoral/verbalskillspriortoreadingandwriting.
Contents
[hide]
∙1Background
o1.1Societalinfluences
o1.2Academicinfluences
∙2Classroomactivities
o2.1Role-play
o2.2Interviews
o2.3Groupwork
o2.4Informationgap
functionsareexpressedthroughgrammar,andDellHymes,whointroducedtheideaofawidercommunicativecompetenceinsteadofChomsky'snarrowerlinguisticcompetence.[4] TheriseofCLTinthe1970sandearly1980swaspartlyinresponsetothelackofsuccesswithtraditionallanguageteachingmethodsandpartlyduetotheincreaseindemandforlanguagelearning.InEurope,theadventofthe EuropeanCommonMarket,aneconomicpredecessortotheEuropeanUnion,ledtomigrationinEuropeandanincreasedpopulationofpeoplewhoneededtolearnaforeignlanguageforworkorforpersonalreasons.Atthesametime,morechildrenweregiventheopportunitytolearnforeignlanguagesinschool,asthenumberofsecondaryschoolsofferinglanguagesroseworldwideaspartofageneraltrendofcurriculum-broadeningandmodernization,andforeign-languagestudyceasedtobeconfinedtotheeliteacademies.InBritain,theintroductionof comprehensiveschools,whichofferedforeign-languagestudytoallchildrenratherthantotheselectfewintheelite grammarschools,greatlyincreasedthedemandforlanguagelearning.[5]
Thisincreaseddemandincludedmanylearnerswhostruggledwithtraditionalmethodssuchas grammartranslation,whichinvolvesthedirecttranslationofsentenceaftersentenceasawaytolearnlanguage.Thesemethodsassumedthatstudentswereaimingformasteryofthetargetlanguage,andthatstudentswerewillingtostudyforyearsbeforeexpectingtousethelanguageinreallife.However,theseassumptionswerechallengedbyadultlearners,whowerebusywithwork,andsomeschoolchildren,whowerelessacademicallygifted,andthuscouldnotdevoteyearstolearningbeforebeingabletousethelanguage.Educatorsrealizedthattomotivatethesestudentsanapproachwithamoreimmediatepayoffwasnecessary,[6] andtheybegantouseCLT,anapproachthatemphasizescommunicativeabilityandyieldedbetterresults.[7]
Additionally,thetrendof progressivism ineducationprovidedfurtherpressureforeducatorstochangetheirmethods.Progressivismholdsthatactivelearningismoreeffectivethanpassivelearning,[6] andasthisideagainedtractioninschoolstherewasageneralshifttowardsusingtechniqueswherestudentsweremoreactivelyinvolved,suchasgroupwork.Foreign-languageeducationwasnoexceptiontothistrend,andteacherssoughttofindnewmethods,suchasCLT,thatcouldbetterembodythisshiftinthinking.[6]
Academicinfluences[edit]
Thedevelopmentofcommunicativelanguageteachingwasbolsteredbynewacademicideas.Beforethegrowthofcommunicativelanguageteaching,theprimarymethodoflanguageteachingwassituationallanguageteaching.Thismethodwasmuchmoreclinicalinnatureandreliedlessondirectcommunication.InBritain,appliedlinguistsbegantodoubttheefficacyofsituationallanguageteaching.ThiswaspartlyinresponsetoChomsky'sinsightsintothenatureoflanguage.Chomskyhadshownthatthestructuraltheoriesoflanguageprevalentatthetimecouldnotexplainthevarietyfoundinrealcommunication.[8] Inaddition,appliedlinguistssuchasChristopherCandlinand HenryWiddowson observedthatthecurrentmodeloflanguagelearningwasineffectiveinclassrooms.Theysawaneedforstudentstodevelopcommunicativeskillandfunctionalcompetenceinadditiontomasteringlanguagestructures.[8]
In1966,linguistandanthropologist DellHymes developedtheconceptof communicativecompetence.Communicativecompetenceredefinedwhatitmeantto"know"alanguage;inadditiontospeakershavingmasteryoverthestructuralelementsoflanguage,theymustalsobeabletousethosestructuralelementsappropriatelyinavarietyofspeechdomains.[2] ThiscanbeneatlysummedupbyHymes'sstatement,"Therearerulesofusewithoutwhichtherulesofgrammarwouldbeuseless."[5] TheideaofcommunicativecompetencestemmedfromChomsky'sconceptofthe linguisticcompetence ofanidealnativespeaker.[2] Hymesdidnotmakeaconcreteformulationofcommunicativecompetence,butsubsequentauthorshavetiedtheconcepttolanguageteaching,notablyMichaelCanale.[9] CanaleandSwain(1980)definedcommunicativecompetenceintermsofthreecomponents:
grammaticalcompetence, sociolinguistic competence,andstrategiccompetence.Canale(1983)refinedthemodelbyaddingdiscoursecompetence,whichcontainstheconceptsof cohesion and coherence.[9]
AninfluentialdevelopmentinthehistoryofcommunicativelanguageteachingwastheworkoftheCouncilofEuropeincreatingnewlanguagesyllabi.Whencommunicativelanguageteachinghadeffectivelyreplacedsituationallanguageteachingasthestandardbyleadinglinguists,theCouncilofEuropemadeanefforttoonceagainbolsterthegrowthofthenewmethod.ThisledtotheCouncilofEuropecreatinganewlanguagesyllabus.EducationwasahighpriorityfortheCouncilofEurope,andtheysetouttoprovideasyllabusthatwouldmeettheneedsofEuropeanimmigrants.[8]AmongthestudiesusedbythecouncilwhendesigningthecoursewasonebytheBritishlinguist,D.A.Wilkins,thatdefinedlanguageusing"notions"and"functions",ratherthanmoretraditionalcategoriesofgrammarandvocabulary.Thenewsyllabusreinforcedtheideathatlanguagecouldnotbeadequatelyexplainedbygrammarandsyntax,andinsteadreliedonrealinteraction.[8]
Inthemid1990s,theDogme95manifestoinfluencedlanguageteachingthroughthe Dogmelanguageteaching movement.Thisproposedthatpublishedmaterialsstiflethecommunicativeapproach.Assuch,theaimoftheDogmeapproachtolanguageteachingistofocusonrealconversationsaboutpracticalsubjects,wherecommunicationistheengineoflearning.TheideabehindtheDogmeapproachisthatcommunicationcanleadtoexplanation,whichwillleadtofurtherlearning.Thisapproachistheantithesisofsituationallanguageteaching,whichemphasizeslearningthroughtextandprioritizesgrammarovercommunication.[10]
AsurveyofcommunicativecompetencebyBachman(1990)dividescompetencyintothebroadheadingsof"organizationalcompetence",whichincludesbothgrammaticalanddiscourse(ortextual)competence,and"pragmaticcompetence",whichincludesbothsociolinguisticand"illocutionary"competence.[11] Strategiccompetenceisassociatedwiththeinterlocutors'abilityinusingcommunicationstrategies.[11]
Classroomactivities[edit]
CLTteacherschooseclassroomactivitiesbasedonwhattheybelieveisgoingtobemosteffectiveforstudentsdevelopingcommunicativeabilitiesinthetargetlanguage(TL).OralactivitiesarepopularamongCLTteachers,asopposedtogrammardrillsorreadingandwritingactivities,becausetheyincludeactiveconversationandcreative,unpredictedresponsesfromstudents.Activitiesvarybasedontheleveloflanguageclasstheyarebeingusedin.Theypromotecollaboration,fluency,andcomfortintheTL.ThesixactivitieslistedandexplainedbelowarecommonlyusedinCLTclassrooms.[6]
Role-play[edit]
Role-playisanoralactivityusuallydoneinpairs,whosemaingoalistodevelopstudents'communicativeabilitiesinacertainsetting.[5]
Example:
1.Theinstructorsetsthescene:
whereistheconversationtakingplace?
(E.g.,inacafé,inapark,etc.)
2.Theinstructordefinesthegoalofthestudents'conversation.(E.g.,thespeakerisaskingfordirections,thespeakerisorderingcoffee,thespeakeristalkingaboutamovietheyrecentlysaw,etc.)
3.Thestudentsconverseinpairsforadesignatedamountoftime.
ThisactivitygivesstudentsthechancetoimprovetheircommunicationskillsintheTLinalow-pressuresituation.Moststudentsaremorecomfortablespeakinginpairsratherthaninfrontoftheentireclass.[5]
Instructorsneedtobeawareofthedifferencesbetweenaconversationandanutterance.Studentsmayusethesameutterancesrepeatedlywhendoingthisactivityandnotactuallyhaveacreativeconversation.Ifinstructorsdonotregulatewhatkindsofconversationsstudentsarehaving,thenthestuden
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- communicativelanguageteaching 交际 语言 教学法