communicativelanguageteaching交际语言教学法Word格式.docx

communicativelanguageteaching交际语言教学法Word格式.docx

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Communicativelanguageteaching 

（CLT）,orthe 

communicativeapproach,isan 

approach 

to 

languageteaching 

thatemphasizes 

interaction 

asboththemeansandtheultimategoalofstudy.LanguagelearnersinenvironmentsutilizingCLTtechniqueslearnandpracticethetargetlanguagethroughinteractionwithoneanotherandtheinstructor,studyof"

authentictexts"

（thosewritteninthetargetlanguageforpurposesotherthanlanguagelearning）,anduseofthelanguageinclasscombinedwithuseofthelanguageoutsideofclass.Learnersconverseaboutpersonalexperienceswithpartners,andinstructorsteachtopicsoutsideoftherealmoftraditionalgrammarinordertopromotelanguageskillsinalltypesofsituations.Thismethodalsoclaimstoencouragelearnerstoincorporatetheirpersonal

2.5Opinionsharing

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 

observedthatthecurrentmodeloflanguagelearningwa