二语习得期末作业docWord文档下载推荐.docx

1、principIe;class activities;evaluation1 .Introd actionThe origins of the Communicative Language Teaching are to be found in the changes in the British language teaching tradition dating from the late 1960s. In the late sixties, the current situational approach was questioned. British applied linguist

2、ics began to emphasize the fundamental dimension of language teaching at that time- the functional and communicative potential of language. Scholars like Christopher Candlin and Henry Widdowson drew on the work of British functional linguistics such as John Firth, and Halliday, American work in soci

3、oliguiticis like Dell Hymes as well as work in philosophy and argue for focus in language teaching on communicative proficiency rather than on mere mastery of structures.In 1971, a group of experts began to investigate the possibility of developing language courses on a unit-credit system. At that t

4、ime, Wilkins,a British linguist proposed a functional or communicative syllabus for language teaching. He attempted to demonstrate the systems of meaning that lay behind the communicative uses of language. He described two types of meanings, the notional categories and categories of communicative fu

5、nctions. He had his ideas published in Notional Syllabus （Wilkins 1976）.Chomsky had demonstrated, in Syntactic Structures （1957）,that the current standard structural theories of language were incapable of accounting for the fundamental characteristic of languagethe creativity and uniqueness of indiv

6、idual sentences.Consequently, a new language teaching approach is needed that not only should emphasize on mere mastery of structures but also on communicative proficiency.Communicative Language Approach（CLA） is a system of teaching method that takes language function as the key link to cultivate st

7、udents, communicative ability. The theoretical origin of this approach can be traced back to the work of anthropological linguists （e.g. Hymes, 1972） and the functional linguist （e.g. Halliday, 1973）, who take the view that language is for interaction and communication and language has functions rel

8、ated to society. In this light, language study has to look at the use（function） of language both in its linguistic and its social or situational text.Communicative Language Teaching （or Communicative Approach） is an approach to foreign or second language teaching which emphasizes that the goal of la

9、nguage teaching is communicative competence. Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the cl

10、assroom. Although CLT is regarded by many linguists and teachers as the most effective approach among those currently used in ELT, the question of whether it is adaptable for English language teaching in China is still an controversial issue that has aroused lots of heated discussions.2.Primary Prin

11、ciples of CLACLA has to follow some primary principles, which are illustrated below.2.1ApproachCLA accepts the structural view of language and added a functional view to it. Structural view focuses on the grammatical forms of language, while the functional view looks at what the structural forms exp

12、ress in specific context. Accordingly, social context is important in deciding what linguistic forms to use. In addition, the awareness of culture is viewed as sociocultural competence.2.2Teacher and student roles in CLA2.2.1The Role of the TeachersCommunicative language teaching is the generally ac

13、cepted norm in the field of second language teaching. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.2.2.1.1OrganizerIn the communicative language teaching, the teacher should organize the communicative activities, during which the student

14、s can have interactions according to the topics. Consequently, at the beginning of each class, the teacher should design various communicative activities that can arouse students9 interests.2.2A.2 AdviserDuring the classroom communicative activities, the students may encounter different kinds of exp

15、ressing difficulties, or sometimes even can not continue their conversation due to the limits of their language skills or lack of certain knowledge. When this happened, the teacher should help the students either by giving them the direct expressing or inspire them to express their ideas in another

16、way.Facilitator and ParticipantBreen and Candlin pointed out that in communicative language teaching, there are two important roles the teacher should act as.The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the va

17、rious activities and texts. The second role is to act as an independent participant within the learning-teaching group. Thelatter role is closely related to the objectives of the first role and arises from it.2.2.2The Roie of the StudentsIn CLT, students practice real-life situations. In these exerc

18、ises,the goal is for the student to communicate his or her needs and thoughts, without worrying about having perfect grammar.Consequently, in interactive classroom teaching, students can act as the master, cooperator and respondent in the classroom teaching activities.2.2.2.1ManagerIn CLT, the class

19、room is like a public place; every student can have a discussion on a certain topic or make a role play according to one situation. CLT can give students access to a chance of free learning. In this kind of class, the learning and communicating of students become an active and meaningful process.2.2

20、.2.2ParticipantDuring the process of communicative activities, students learn and use language by discussing, communicating and cooperating. That means, the language learning depends on the cooperation with other students. Ones expression or discussion can have an influence on others as well as bein

21、g inspired by others. Thus, the whole process of learning a language is also the course of cooperation.2.3The role of learners native languageLearners language plays absolutely no role in target language learning for the simple reason that classroom interaction should be conducted entirely in the ta

22、rget language in order to learn the language through genuine communication.2.4Views on learners9 errorsErrors are regarded as a natural part of language development and are therefore regarded tolerated. Unless an error hinders communication, it is usually not corrected. So with CLA,learners will hav

23、e ample opportunities in class to share their ideas, opinions and feelings with their peers.2.5Characteristics of teaching and learning processCLA is most noted for the following features:It uses a need-based communicative syllabus, often a functional one. A lesson is usually organized through commu

24、nicative activities and language functions, from which the necessary linguistic forms and structures, as well as the pragmatic elements of language, will be derived.It employs quantity of communicative activities that are purposeful, meaningful and that allow choice: CLA uses almost any activity tha

25、t engages learners in authentic communication because it is believed that activities that involve real communication promote learning; activities in which language is used for carrying out meaningful tasks promote learning.Materials are authentic. CLA considers it very important to choose study mate

26、rial that is authentic from the target language community for the reason that it renders the opportunity for learners to cope with the target language as it is actually used.Generally speaking, major distinctive features concluded by Finocchiaro and Brumfit（1983: 91-3） are that learners learn a lang

27、uage through using it to communicate; authentic and meaningful communication should be the goal of classroom activities;fluency is an important dimension of communication;communication involves the integration of different language skills; learning is a process of creative construction that involves

28、 trial and error.3.Classroom Activities in CLTA wild variety of materials can be used to support communicative approaches to language teaching. The followings are some methods we can utilize during the communicative language teaching.3.1Scrambled sentencesThe students are given a passage in which th

29、e sentences are in a scrambled order. This may be a passage they have worked with or one they have not seen before. They are told to unscramble the sentences so that the sentences are restored to their original order.This type of exercise teaches students about the cohesion and coherence properties

30、of language.3.2Picture strip storyMany activities can be done with picture strip stories. In the activity, one student in a small group can be given a strip story. He shows the first picture of the story to the other members of his group and asks them to predict what the second picture would look like. An information gap exists-the students in the groups do not know what the picture contained. They have a choice as to what their prediction would be and how they would word it.3.3Role playRole plays are very important in CLT because they gi