Communicative Language Teaching in Middle School English Class.docx

Communicative Language Teaching in Middle School English Class.docx

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CommunicativeLanguageTeachinginMiddleSchoolEnglishClass

中学英语课堂中的交际性语言教学

CommunicativeLanguageTeachinginMiddleSchoolEnglishClass

Contents

Abstract………………………………………………………………....1

Keywords………………………………………………………………....1

I．Introduction…………………………………………………………....2

II．BriefNotesonCLT……………………………………………………..2

2.1DefinitionofCommunicativeLanguageTeaching……………………..2

2.2CharacteristicsofCommunicativeLanguageTeaching………………….3

2.3FunctionsofCommunicativeLanguageTeaching……………………..4

2.4SignificancesofCommunicativeLanguageTeaching………………….4

III．TeacherRolesinCommunicativeLanguageTeaching………….......4

3.1TwoMainRoles……………………………………………………...5

3.2ThreeSpecificRoles………………………………………………...…5

3.3AComparison…………………………………………………….....6

IV．TheImplementationofLanguageSkills……………………..……....7

V．CommunicativeActivities……………………………………………..8

5.1TheTypesofCommunicativeActivities………………………………...8

5.2SixCriteriaforEvaluatingCommunicativeActivities…………………...9

5.2.1CommunicativePurpose……………………………………….9

5.2.2CommunicativeDesire………………………………………....9

5.2.3Content,notForm…………………………………………..….10

5.2.4VarietyofLanguage……………………………………….…...10

5.2.5NoTeacherIntervention..........................................................…...10

5.2.6NoMaterialsControl…………………………………………..10

VI．ProblemsandSolutionsofCommunicativeLanguageTeaching….10

6.1ItisDifficulttoCopewithLanguageFunctions………………………10

6.2GrammarSeemstobeIgnored……………………………………...11

6.3ThereisanOveremphasisonSpokenLanguage……………………...12

6.4PlacesHeavyDemandsonthe（Non-Native）Teacher………………...12

VII．HowtoImproveStudents’CommunicativeCompetenceinCLT.13

7.1CommunicativeCompetence…………………………………….…..13

7.2CommunicativePrinciple……………………………………….…...13

7.3CommunicativeTeachingSteps…………………………………..….13

7.3.1BuilduptheStudents’Confidence...........................................…...13

7.3.2SetupaCommunicativeSituation………………………………14

7.3.3GetStudentstoListenMoreandGiveMoreChance,ActasaMonitor………………………………………………….…...14

7.3.4GiveStudentsSpeakingTasks…………………………………...14

7.3.5OutsideClassTraining…………………………………………...15

7.3.6MoreLanguageUsethanAnalysis………………………………15

7.3.7TeachersShouldMakethatTeachingInterestingandExciting……..16

7.3.8StimulateandGuideStudentstoTryTheirOwnLearningStyle.…16

VIII．Conclusion………………………………………………………….16

References……………………………………………………………….17

CommunicativeLanguageTeachinginMiddleSchool

EnglishClass

摘　要：

每个人都接受这一个观点，即语言是信息的媒介，语言的最终目的是使学者在不同的环境中能灵活自在地使用语言。

此篇文章详细阐述了在第二语言教学/外语教学中的最重要的趋势之一的教学方法—交际性语言教学法。

作为一种教学方法，交际性教学法获得越来越多的重要性，尤其是在中学英语课堂中。

它被应用来发展学生的交际能力，即是发展学生的语言能力。

换句话说，就是听说读写能力。

交际能力包括语言不同能力的综合。

此篇文章描述了CLT的定义、特点、功能和重要性；解释了老师在CLT中的角色；讨论了交际性活动和如何发展学生的语言能力；谈到CLT在中学英语课堂中如何提高学生的交际能力。

关键字：

交际性语言教学；语言能力；老师角色；交际性活动；问题和解决办法；交际能力

Abstract:

Everyoneacceptsthepropositionthatlanguageisamediumofinformation,andtheultimatetargetoflanguageteachingistoenablelearnerstocommunicatefreelyinvarioussituationswithit.Thispaperelaboratesononeofthemostimportanttrendinsecond/foreignlanguage,thatis,CommunicativeLanguageTeaching.Thismethodisgainingmoreandmoreimportanceinthefieldofsecondlanguageteaching,especiallyinthemiddleschoolEnglishclass.CommunicativeLanguageTeachinghadbeenappliedtodevelopstudents’communicativecompetence.Todevelopstudents’communicativeabilitymeanstodevelopstudents’languageskills,namely,listening,speaking,readingandwriting.Communicationinvolvestheintegrationofdifferentlanguageskills.ThispaperdescribesCLTondefinition,characteristic,functionandsignificance;explainsteachers’rolesinCLT;discussescommunicativeactivitiesandhowtodeveloplanguageskills;concernseightstepsinCLTtoimprovestudents’communicativecompetenceinmiddleschoolEnglishclass.

Keywords:

CommunicativeLanguageTeaching;teachers’role;communicativeactivities;languageskills;problemsandsolutions;communicativecompetence

I．Introduction

Everyoneacceptsthepropositionthatlanguageisamediumofinformation,andthattheultimatetargetoflanguageteachingistoenablelearnerstocommunicatefreelyinvarioussituationswithit.

Thetraditionalmethodsfailtoprovidestudentswithappropriatecontextstousethetargetlanguagebecausetheyfocuseitherongrammaticalstructuresorpatterndrillsatsentencelevel.Studentsmayhaveaverygoodmasteryoflinguisticknowledgeandtheyareusuallyquitegoodatgrammaticalanalysis.However,theycannotusetheknowledgetheyhavegainedeffectivelyandappropriatelywhencommunicating.Obviously,CommunicativeLanguageTeachingshouldbeappliedtodevelopstudents’communicativecompetence.Todevelopstudents’communicativecompetencemeanstodevelopstudents’languageskills,namely,listening,speaking,readingandwriting.Ofcourse,theseskillscannotbedevelopedwithoutthelearningofpronunciation,grammar,vocabularyandotherlanguageabilities.Communicationinvolvestheintegrationofdifferentlanguageskills.

InmiddleschoolEnglishclass,CommunicativeLanguageTeachingisgivenmostconsideration.Itisbeyonddoubtthatthismethodisveryimportantinforeignlanguageteachinganditdeservesfurtherexploration.

II．BriefNotesonCLT

2.1DefinitionofCommunicativeLanguageTeaching

MargieS.Berns,anexpertinthefieldofCommunicativeLanguageTeaching,writesinexplainingFirth’sviewthatlanguageisinteraction;itisinterpersonalactivityandhasaclearrelationshipwithsociety.Inthislight,languagestudyhastolookattheuse（function）oflanguageincontext,bothitslinguisticcontext（whatisutteredbeforeandafteragivenpieceofdiscourse）anditssocial,orsituationalcontext（whoisspeaking,whattheirsocialrolesare,whytheyhavecometogethertospeak）.（Berns,1984,p.5）

Wilkins,aBritishlinguistproposedacommunicativedefinitionoflanguageservesasabasisfordevelopingcommunicativesyllabusesforlanguageteaching.Hedemonstratedthesystemsofmeaningsthatlaybehindthecommunicativeusesoflanguage.

CommunicativeLanguageTeachingasacommunicativeapproachtoforeignorsecondlanguageteachingemphasizesthatthegoaloflanguagelearningiscompetence.TeachersshouldnowtreatCommunicativeLanguageTeachingasanapproachthatnotonlytomakecommunicativecompetencethegoaloflanguageteachingbutalsotodevelopproceduresforthefourlanguageskills.（Richards,1992）

2.2CharacteristicsofCommunicativeLanguageTeaching

Attheleveloflanguagetheory,CommunicativeLanguageTeachinghasarich,ifsomewhateclectic,theoreticalbase.Someofthecharacteristicsofthiscommunicativeviewoflanguagefollow.

a.Itemphasizesafunctionalapproachtolanguagelearning（i.e.whatpeopledowithlanguage,suchasinviting,apologizing,greetingandintroducing,etc.）.Also,tobecompetentinthetargetlanguage,learnersshouldacquirenotonlylinguisticsknowledge,butalsothecultureofthatlanguage.“Context”or“situation”istherealkeytogivingmeaningtofunction.

b.Learners’motivationscanbegreatlyencouragedthroughlanguagetechniquesdesignedtoengagelearnersintheauthentic,pragmatic,functionaluseoflanguageformeaningfulpurposes.

c.Fluencymaytakeonmoreimportancethanaccuracyinconveyingamessage.Theultimatepurposeforcommunicativesuccessistheactualtransmissionandreceivingoftheintendedmeaning.

d.CLTprovides“whole-task”learningthroughvariouskindsofcommunicativeactivities,structuredinordertosuitthelearner’slevelofability.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom.

e.Studentsaregivenopportunitiestodiscoverandfollowtheirownstylesoflearningandthusdevelopappropriatestrategiesforautonomouslearning.Thishelpsstudentstobecomeindependentlearners.

f.Acommunicativeclassroomshouldbelearner-centeredascontrastedtotheteacher-centeredclassroomofthetraditionalmethods.Alearner-centeredclassroomemploystechniquesthataccountforlearners’differentneedsandstyles,givesomecontroltothestudents,allowforstudentscreativityandinnovationandenhancestudents’senseofcompetenceandself-worth.Onlyinastudent-centeredclassroom,studentscanenjoythefreedomtocommunicatewitheachother.

g.Inthecommunicativeclassroom,studentsultimatelyhavetousethelanguage,productivelyandreceptively,inunrehearsedcontexts.

2.3FunctionsofCommunicativeLanguageTeaching

AlinguistictheoryofcommunicationfavoredinCLTisHalliday'sfunctionalaccountoflanguageuse.“Linguistics...isconcerned...withthedescriptionofspeechactsortexts,sinceonlythroughthestudyoflanguageinuseareallthefunctionsoflanguage,andthereforeallcomponentsofmeaning,broughtintofocus”.（Halliday1970:

145）.Inanumberofinfluentialbooksandpapers,Hallidayhaselaboratedapowerfultheoryofthefunctionsoflanguage.Hedescribedsevenbasicfunctionsthatlanguageperformsforchildrenlearningtheirfirstlanguage,andlearningasecondlanguagewassimilarlyviewedasperformingdifferentkindsoffunctions.Theseare:

a.InstrumentalFunction（“Iwant”）:

usedforsatisfyingmaterialneeds.

b.RegulatoryFunction（“doasItellyou”）:

usedforcontrollingthebehaviorsofothers.

c.InteractionalFunction（“meandyou”）:

usedforgettingalongwithotherpeople.

d.PersonalFunction（“hereIcome”）:

usedforidentifyingandexpressingtheself.

e.HeuristicFunction（“tellmewhy”）:

usedforexploringtheworldaroundandinsideone.

f.ImaginativeFunction（“let’spretend”）:

usedforcreatingaworldofone’sown.

g.InformativeFunction（“I’vegot