communicative language teaching交际语言教学法.docx

communicative language teaching交际语言教学法.docx

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communicativelanguageteaching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

o2.5Opinionsharing

o2.6Scavengerhunt

∙3Critiques

∙4Seealso

∙5References

∙6Furtherreading

Background[edit]

Societalinfluences[edit]

Languageteachingwasoriginallyconsideredacognitivematter,mainlyinvolvingmemorization.Itwaslaterthought,instead,tobesocio-cognitive,meaningthatlanguagecanbelearnedthroughtheprocessofsocialinteraction.Today,however,thedominanttechniqueinteachinganylanguageiscommunicativelanguageteaching（CLT）.[4]

Itwas NoamChomsky'stheoriesinthe1960s,focusingoncompetenceandperformanceinlanguagelearning,thatgaverisetocommunicativelanguageteaching,buttheconceptualbasisforCLTwaslaidinthe1970sbylinguistsMichaelHalliday,whostudiedhowlanguagefunctionsareexpressedthroughgrammar,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.