CommunicativeLanguageTeaching（CLT)DefinitionTwotypesFeaturesSixCriteriaTheadvantagesanddisadvantagesThecharacteristicsofasuccessfulspeakingactivityDefinition

Communicativelanguageteaching(CLT)isanapproachtotheteachingofsecondandforeignlanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage.

交際教學(xué)法的核心認(rèn)為語言首先是一種社會(huì)交際的工具，因而主張以具體的交際功能項(xiàng)目如問候、邀請、作客、看病等主要線索來安排教學(xué)內(nèi)容，并根據(jù)學(xué)生將來工作的實(shí)際需要來確定其培養(yǎng)目標(biāo)的側(cè)重面，加強(qiáng)針對性。Theconceptissupposedtobelanguageteachingideas,notanapproachormethod.(交際語言教學(xué)是一種教學(xué)理念,而不是一種有固定模式的教學(xué)法)

TwoTypesFunctionalcommunicationactivities(功能性交際活動(dòng))Socialinteractionactivities(社會(huì)交往活動(dòng))

onesaimedatdevelopingcertainlanguageskillsandfunctionsConversationanddiscussionsession,dialoguesandroleplays,simulations,skits,improvisations,anddebates1.Functionalcommunicativeactivities

sharinginformationwithrestrictedcooperationSharinginformationwithunrestrictedcooperationSharingandprocessinginformationProcessinginformationPrinciplesofthecommunicativeapproach

1.thecommunicativeprinciple:Activitiesthatinvolverealcommunicationpromotelearning.

2.thetaskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning(Johnson1982).

Features

----Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.----Theintroductionofauthentictextsintothelearningsituation(Authenticmaterialisamust,becausestudentscannotextrapolate(進(jìn)行推斷)totherealworldfromtheirlearningonmade-upmaterial)FourConceptionsofCLT

CLTislearningtocommunicateinL2.LearningtocommunicatewasanimportantattributeofCLT,andthroughthesurvey,theseteachersagreedthatthestudents’motivationtocontinuelanguagestudywasdirectlyrelatedtotheirsuccessinactuallylearningtospeakthelanguage.Also,threechallengescreatedfurthertensionsforteachersispromotingcommunicationintheL2.Theseincludesubjectmatterarticulation,lackofinstitutionalsupportandtheirlackofproficiencyintheL2CLTusesmainlyspeakingandlistening.

CLTfocusonspeakingandlisteningskills.Theteachersagreedthattheinstructionofsuchskillsprecededtheteachingofstructionofsuchskillsprecededtheteachingofreadingandwriting.ThatL2acquisitionwasmostsuccessfulwhenbasedonanoralapproach,andthatstudentscouldstillbesuccessfulinlearningtocommunicateinaL2eveniftheydidnotreadwell.Theteachersdidnotattributeweakoralcompetencetoalackofobjectivemeansinteachingit.

CLTinvolveslittlegrammarinstruction.

QuiteafewteachersunderstoodCLTasnotinvolvinggrammar,oranytypeoflanguagestructure.Itisinterestingtonotethatpuzzlementoverissuessurroundinggrammaralsomanifesteditselfwithinanotherchallengeteachershadwithlearningstyles.Mostteachersacknowledgedthattheyhadtobeawareofstudents’learningstyles.CLTuses(timeconsuming)activities.

CLTusedactivitiesthatmustbefun,andalmostallteachersadmittedthatpreparingsuchjovialactivitieswastimeintensive.However,almostallteachersreportedtheyneededmoretimetopreparematerialsforCLTactivities,whichrelateddirectlytothefactthattheseteachersperceivedthereexistedalackofgoodmaterialsincludingtextbooksforcommunicativelanguageinstruction.(1)tofacilitatethecommunicationprocessbetweenallparticipantsintheclassroom

(2)toactasanindependentparticipantwithinthelearning-teachinggroupGuideResearcherGroupprocessingmanagerCounselorOrganizerTwomainrolesWhatteachersandstudentsshoulddo？provideopportunitiesforactivecommunicativeinteractionamongstudentsmakelanguagelearningmeaningfulforthestudentsencouragethestudentstouseEnglishinanauthenticcontextForcommunicativeactivitiestotakeplace,theteacherneedstostartfromcontrolledstructuralactivitiestosocialproblemsolvingactivities.Third,appropriatenessshouldbeachieved.Foreffectivecommunication,properlanguageshouldbeused,thatlanguageshouldberelevanttothesituation,tothestatusofthespeaker.TheAdvantagesandDisadvantagesofCommunicativeApproach

Disadvantages

Difficulttotailorsyllabustostudents’needsFossilizationoflearners’errorsUnclearabouthowrulesofusecanbetaughtThe

Thecharacteristicsofasuccessfulspeakingactivity:Learnerstalkalot.

Asmuchaspossibleoftheperiodoftimeallottedtotheactivityisinfactoccupiedbythelearnertalking.(Animportantcriteriaforevaluatingeffectiveteaching)Participationiseven.

Classroomdiscussionisnotdominatedbyaminorityoftalkativeparticipants:allgetachancetospeak,andcontrib