交际法.docx
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交际法.docx
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交际法
交际法CommunicativeApproach:
background---Towardstheendofthe1960stherewentonagrowingdissatisfactionamongforeignlanguageteachersandappliedlinguistswiththedominatinglanguageteachingmethodofthetime.First,thecriticismwasthatthiskindofteachingproducedstructurallycompetentstudentswhowereoftencommunicativelyincompetent.Anotherreasonforthisdissatisfactionwasundoubtedlythefactthat,bythelate1960s,therewereincreasingpossibilitiesforinternationalcommunication,professionalcooperationandtravel.Meanwhile,sometheoreticallinguistshadbecomeconsciousofthefactthatinlinguisticresearchmeaningandcontextwereneglected.Theybegantoconsidersemanticstobebasictoanytheoreticalmodeloflanguage.Meaningwasseentodependtoalargedegreeonthesocioculturalcontextsinwhichspeechactsoccurred.Allthiswasreflectedinsomeproposalstoreconstructthelanguagesyllabussothatlearningcommunicativeconventionswouldbecomeasimportantaslearninggrammaticalconventions.D.A.Wilkinswasinstrumentalinsettingoutthefundamentalconsiderationsfor“functional-notional”approachtosyllabusdesignbasedoncommunicativecriteria.ThedistinguishingcharacteristicsoftheNotional-Functionalsyllabus(NFS)wereitsattentiontofunctionsastheorganizingelementsofEnglishlanguagecurriculum,anditsfocusonthepragmaticpurposetowhichweputlanguage.Wilkins’sbookNotionalSyllabuseshadasignificantimpactonthedevelopmentofCommunicativeLanguageTeaching.TheNFSdidnotnecessarilydevelopcommunicativecompetenceinlearners.However,byattendingtothefunctionalpurposeoflanguage,andbyprovidingcontextual(notional)settingsfortherealizationofthosepurpose,itprovidedalinkbetweenadynastyofmethodsthatwasnowperishingandaneweraoflanguageteaching—CommunicativeApproachteaching.TheCommunicativeApproachisessentiallyamanifestationofthe1970s,inthesensethatthiswasthedecadewhenthemostexplicitdebatetookplace.Thesubsequentperiodhasbeencharacterizedbyexplorationsofother,relatedpossibilitiesforthedesignofmaterialsandmethods.Moreimportantly,teachersinmanypartsoftheworldarefindingthattheneedtocometotermswithchangesintheirrole,ascommunicativeprinciplesinlanguageteachingbecomecentralgoalsoftheireducationalsystems.
Mainfeatures---⑴FivepointstocharacterizetheCommunicativeApproach:
①Emphasisonlearningtocommunicateinthetargetlanguage②Theintroductionofauthentictextsintolearningsituations③Focusnotonlyonlanguagebutalsoonthelearningprocessitself④makinguseoflearner’sownpersonalexperiences⑤Creatingrealcommunicationsituationsintheclassroom;linkingclassroomlanguagelearningwithlanguageactivationoutsidetheclassroomThemostobviouscharacteristicsoftheCommunicativeApproachisthatalmosteverythingthatisdonewithacommunicativeintent.Theteacherisconcernedwiththelearnersthemselves,theirfeelingsandideas.Theclassroomactivitiesarelearner-centeredbecauselearningismoreeffectivewhenthelearnersareactivelyinvolvedinthelearningprocess.⑵Theroleoftheteacher:
①afacilitatorofstudents’learning②amanagerofclassroomactivities③anadvisorofstudents’questions④aco-communicatorinthecommunicativeactivityInacommunicativeclassroom,theteacherisafacilitatorofherstudents’learning.Assuch,shehasmanyrolestofulfill.Sheisamangerofclassroomactivities.Duringtheactivities,sheactsasanadvisor,answeringstudents’questionsandmonitoringtheirperformance.Atothertimesshemightbea“co-communicator”—engaginginthecommunicativeactivityalongwiththestudents.⑶Theroleofthelearner:
①anegotiator②acommunicator③acontributor④anindependentlearnerThelearner’sroleisthatofanegotiatorbetweentheself,theroleofjoint-negotiatorwiththegroupandwithintheclassroomproceduresandactivitieswhichgroupundertakes.Learnersare,aboveall,communicators.Theyareactivelyengagedinnegotiatingmeaning—intryingtomakethemselvesunderstood—evenwhentheirknowledgeofthetargetlanguageisincomplete.Theylearntocommunicatebycommunicating.Studentsareseenasmoreresponsiblecontributorsormangersoftheirownlearning,andtheyareindependentlearners.⑷Featuresofcommunicativeactivities:
①informationgap②choiceofformandcontent③feedbackofanycommunicativeinformation⑸Classroomenvironment:
①cooperationandempathy②learner-centered③toleranceoferrors④workinginsmallgroups
Objectives---ThegeneralaimoftheCommunicativeApproachistodevelopthestudents’communicativecompetence.Itincludes:
⑴Knowledgeofgrammarandvocabularyofthelanguage⑵Knowledgeofrulesofspeaking⑶Knowinghowtouseandrespondtodifferenttypesofspeechacts,suchasrequests,apologies,thanksandinvitations⑷KnowinghowtouselanguageappropriatelyTheobjectivesofacourseoflanguageinstructioncannotbedefineduntilthelearners’needshavebeenidentified.Therefore,objectivescanvarygreatlyduetothevarietyoflearners’purposesoflearningthelanguage,materialsavailableandsoon.
Procedures---⑴Presentationandcomprehension(Studentslisten,thenanswerquestions.)⑵Demonstrationoffunctionalpatterns(Theteacherexemplifieseachfunctionalpatterns)⑶Practisingfunctionalpatterns(Studentspractisethedialogueinpares)⑷Freeproduction(Studentsmakeminidialogueoftheirown)⑸Creativeproduction(Studentsworkingroups)⑹Checkingstudents’work⑺Readingnewmaterials(integratingreadingandwritting)⑻Writingbasedonreading
Techniques---⑴Waysofintegratinglanguageskills:
①developinglisteningandnote-takingskillsusingaudio-videomaterials②givingoralpresentations③projectwork④role-playandsimulation⑵Waysofdevelopingseparatedskills:
①Listening:
puttingpicturesincorrectsequencefollowingdirectionsonamapcheckingoffitemsinaphotographcompletingagrid,timetableorchart②Speaking:
gamesproblemsolvingactivitiessimulation/role-playpersonalresponses③Reading:
skimmingscanningtextunscramblinginformationtransfer④Writing(mainlydoneinthreesteps):
gatheringideasworkingondraftspreparingthefinalversion
Theoryoflanguage---⑴Languageisforcommunication.TheCommunicativeApproachislanguageteachingstartsfromatheoryoflanguageascommunication.Whenwecommunicate,weusethelanguagetoaccomplishsomefunctions,suchasarguing,persuading,orpromising.⑵Languageisusedintopics,contextandsetting.TheCommunicativeApproachhasatheoryoflanguagerootedinthefunctionalschool.Functionallinguisticsisconcernedwithlanguageasaninstrumentofsocialinteractionratherthanasasystemthatisviewedinisolation.Inadditiontotalkingaboutlanguagefunctionandlanguageform,thereareotherdimensionsofcommunicationtobeconsideredifwearebeofferedamorecompletepicture.Theyare,atleast,topics,contentandsetting;androlesofpeopleinvolved.So,wecarryoutthecommunicativefunctionswithinasocialcontext.⑶Therelationshipbetweenformandmeaningisnotaone-to-onecorrespondence.Whereasthesentencestructureisstableandstraightforward,itscommunicativefunctionisvariableanddependsonspecificsituationalandsocialfactors.Therelationshipbetweenthegrammaticalformsandtheircommunicativefunctionsisnotaone-to-onecorrespondence.Inacommunicativeperspective,thisrelationshipisexploredmorecarefully,andasaresultourviewsonthepropertiesoflanguagehaveexpandedandenriched.⑷Discourseanalysisstudieslanguageabovesentencelevel.Discourseanalysisstudieshowsentencesinspokenandwrittenlanguageformlargermeaningfulunitssuchasparagraphs,conversations,andinterviews.Thesereflecthowlanguageisusedinrealcommunicationandwhatrulesofusemustbeobserved.Therefore,discourseanalysisbecomesanindispensablepartofCommunicativeLanguageTeaching.⑸Pragmaticsstudieshowlanguageisusedincommunication.CloselyrelatedtoCommunicativeLanguageteaching(CLT)ispragmatics,thestudyoftheuseoflanguageincommunication.Pragmaticsisparticularlyinterestedintherelationshipsbetweensentencesandthecontextsandsituationsinwhichtheyareused.Itincludesthestudyofhowtheinterpretationanduseofutterancesdependsonknowledgeoftheworld,howspeakersuseandunderstandspeechacts,andhowthestructureofsentencesisinfluencedbytherelationshipbetweenthespeakerandthehearer.⑹HymesandhisnotionofcommunicativecompetenceIntalkingaboutCLT,onecannotavoidtalkingabout“communicativecompetence”,atermcoinedbyHymes(1972)inordertocontrastacommunicativeviewoflanguagewithChomsky’s(1965)theoryofcompetence.InHymes’sview,“communicativecompetence”referstotheabilitynotonlytoapplythegrammaticalrulesoflanguageinordertoformgrammaticallycorrectsentencesbutalsotoknowwhenandwheretousethesesentencesandtowhom.⑺HallidayandhisfunctionalaccountoflanguageuseAccordingtoHalliday,aBritishlinguist,socialcontextoflanguageusecanbeanalyzedintermsofthreefactors:
thefieldofdiscourse,thetenorofdiscourseandthemodeofdiscourse.⑻WiddowsonandhisviewofformsandtheircommunicativevaluesWiddowson(1978)heldaviewoftherelationshipbetweenlinguisticsystemsandtheircommunicativevaluesintextanddiscourse.Hefocusedonthecommunicativeactsunderlyingtheabilitytouselanguagefordifferentpurposes.Hisdistinctionbetweenappropriacyandaccuracy,communicativecompetenceandgrammaticalcompetence,useandusagethrewmuchlightonCLT.⑼CanaleandSwain’sexamination
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