communicativelanguageteaching交际语言教学法Word格式.docx

1、Communicative language teaching（CLT）, or thecommunicative approach, is anapproachtolanguage teachingthat emphasizesinteractionas both the means and the ultimate goal of study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with o

2、ne another and the instructor, study of authentic texts （those written in the target language for purposes other than language learning）, and use of the language in class combined with use of the language outside of class. Learners converse about personal experiences with partners, and instructors t

3、each topics outside of the realm of traditional grammar in order to promote language skills in all types of situations. This method also claims to encourage learners to incorporate their personal 2.5Opinion sharingo2.6Scavenger hunt3Critiques4See also5References6Further readingBackgroundeditSocietal

4、 influenceseditLanguage teaching was originally considered a cognitive matter, mainly involving memorization. It was later thought, instead, to be socio-cognitive, meaning that language can be learned through the process of social interaction. Today, however, the dominant technique in teaching any l

5、anguage is communicative language teaching （CLT）.4It wasNoam Chomskys theories in the 1960s, focusing on competence and performance in language learning, that gave rise to communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by linguists Michael Halliday, who studi

6、ed how language functions are expressed through grammar, and Dell Hymes, who introduced the idea of a wider communicative competence instead of Chomskys narrower linguistic competence.4The rise of CLT in the 1970s and early 1980s was partly in response to the lack of success with traditional languag

7、e teaching methods and partly due to the increase in demand for language learning. In Europe, the advent of theEuropean Common Market, an economic predecessor to the European Union, led to migration in Europe and an increased population of people who needed to learn a foreign language for work or fo

8、r personal reasons. At the same time, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceased to be con

9、fined to the elite academies. In Britain, the introduction ofcomprehensive schools, which offered foreign-language study to all children rather than to the select few in the elitegrammar schools, greatly increased the demand for language learning.5This increased demand included many learners who str

10、uggled with traditional methods such asgrammar translation, which involves the direct translation of sentence after sentence as a way to learn language. These methods assumed that students were aiming for mastery of the target language, and that students were willing to study for years before expect

11、ing to use the language in real life. However, these assumptions were challenged by adult learners, who were busy with work, and some schoolchildren, who were less academically gifted, and thus could not devote years to learning before being able to use the language. Educators realized that to motiv

12、ate these students an approach with a more immediate payoff was necessary,6and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.7Additionally, the trend ofprogressivismin education provided further pressure for educators to change their methods. Pro

13、gressivism holds that active learning is more effective than passive learning,6and as this idea gained traction in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to this trend, and

14、 teachers sought to find new methods, such as CLT, that could better embody this shift in thinking.6Academic influenceseditThe development of communicative language teaching was bolstered by new academic ideas. Before the growth of communicative language teaching, the primary method of language teac

15、hing was situational language teaching. This method was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching. This was partly in response to Chomskys insights into the nature of language. Chomsky had shown that the structural theories of language prevalent at the time could not explain the variety found in real communication.8In addition, applied linguists such as Christopher Candlin andHenry Widdowsonobserved that the current model of language learning wa