communicative-language-teaching-交际语言教学PPT课件下载推荐.ppt

communicative-language-teaching-交际语言教学PPT课件下载推荐.ppt

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CommunicativeLanguageTeaching（CLT）,DefinitionTwotypesFeaturesSixCriteriaTheadvantagesanddisadvantagesThecharacteristicsofasuccessfulspeakingactivity,Definition,Communicativelanguageteaching（CLT）isanapproachtotheteachingofsecondandforeignlanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage.,Itisalsoreferredtoas“communicativeapproachtotheteachingofforeignlanguages”orsimplythe“communicativeapproach”.,交际教学法的核心认为语言首先是一种社会交际的工具，因而主张以具体的交际功能项目如问候、邀请、作客、看病等主要线索来安排教学内容，并根据学生将来工作的实际需要来确定其培养目标的侧重面，加强针对性。

@#@,Theconceptissupposedtobelanguageteachingideas,notanapproachormethod.（交际语言教学是一种教学理念,而不是一种有固定模式的教学法）,TwoTypes,Functionalcommunicationactivities（功能性交际活动）,Socialinteractionactivities（社会交往活动）,onesaimedatdevelopingcertainlanguageskillsandfunctions,Conversationanddiscussionsession,dialoguesandroleplays,simulations,skits,improvisations,anddebates,1.Functionalcommunicativeactivities,sharinginformationwithrestrictedcooperationSharinginformationwithunrestrictedcooperationSharingandprocessinginformationProcessinginformation,2.Socialinteractionactivities,usingtheforeignlanguageforclassroommanagementusingtheforeignlanguageasateachingmediumconversationanddiscussionsessionsbasingdialoguesandrole-playsonschoolexperience,Principlesofthecommunicativeapproach,1.thecommunicativeprinciple:

@#@Activitiesthatinvolverealcommunicationpromotelearning.2.thetaskprinciple:

@#@Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning（Johnson1982）.,3.themeaningfulnessprinciple:

@#@Languagethatismeaningfultothelearnersupportsthelearningprocess.,Features,-Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.-Theintroductionofauthentictextsintothelearningsituation（Authenticmaterialisamust,becausestudentscannotextrapolate（进行推断）totherealworldfromtheirlearningonmade-upmaterial）,-Theprovisionofopportunitiesforlearnerstofocusnotonlyonlanguage,butalsoonthelearningprocessitself.-Anenhancementofthelearnersownpersonalexperienceasimportantcontributingelementstoclassroomlearning.-Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom,FourConceptionsofCLT,CLTislearningtocommunicateinL2.LearningtocommunicatewasanimportantattributeofCLT,andthroughthesurvey,theseteachersagreedthatthestudentsmotivationtocontinuelanguagestudywasdirectlyrelatedtotheirsuccessinactuallylearningtospeakthelanguage.Also,threechallengescreatedfurthertensionsforteachersispromotingcommunicationintheL2.Theseincludesubjectmatterarticulation,lackofinstitutionalsupportandtheirlackofproficiencyintheL2,CLTusesmainlyspeakingandlistening.CLTfocusonspeakingandlisteningskills.Theteachersagreedthattheinstructionofsuchskillsprecededtheteachingofstructionofsuchskillsprecededtheteachingofreadingandwriting.ThatL2acquisitionwasmostsuccessfulwhenbasedonanoralapproach,andthatstudentscouldstillbesuccessfulinlearningtocommunicateinaL2eveniftheydidnotreadwell.Theteachersdidnotattributeweakoralcompetencetoalackofobjectivemeansinteachingit.,CLTinvolveslittlegrammarinstruction.QuiteafewteachersunderstoodCLTasnotinvolvinggrammar,oranytypeoflanguagestructure.Itisinterestingtonotethatpuzzlementoverissuessurroundinggrammaralsomanifesteditselfwithinanotherchallengeteachershadwithlearningstyles.Mostteachersacknowledgedthattheyhadtobeawareofstudentslearningstyles.,CLTuses（timeconsuming）activities.CLTusedactivitiesthatmustbefun,andalmostallteachersadmittedthatpreparingsuchjovialactivitieswastimeintensive.However,almostallteachersreportedtheyneededmoretimetopreparematerialsforCLTactivities,whichrelateddirectlytothefactthattheseteachersperceivedthereexistedalackofgoodmaterialsincludingtextbooksforcommunicativelanguageinstruction.,

（1）tofacilitatethecommunicationprocessbetweenallparticipantsintheclassroom

（2）toactasanindependentparticipantwithinthelearning-teachinggroup,Guide,Researcher,Groupprocessingmanager,Counselor,Organizer,Twomainroles,SixCriteriaforevaluatingcommunicativeclassroomactivities,CommunicativepurposeCommunicativedesireContent,notformVarietyoflanguageNoteacherinterventionNomaterialscontrol,Whatteachersandstudentsshoulddo？

@#@,provideopportunitiesforactivecommunicativeinteractionamongstudentsmakelanguagelearningmeaningfulforthestudentsencouragethestudentstouseEnglishinanauthenticcontext,Forcommunicativeactivitiestotakeplace,theteacherneedstostartfromcontrolledstructuralactivitiestosocialproblemsolvingactivities.,Tomakeactivitiescommunicative,first,necessit