communicativelanguageteaching交际语言教学法.docx

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.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