1、The CommunicativeApproach 交际教学法,Definition,Contents,1,Backgrounds,2,Theoretical Basis,3,Basic Principles,4,Comments,5,1.Definition,The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. 交际法是一种外
2、语教学法，它强调语言学习的目的是获得交际能力。又称“意念法”、“功能法”或“意念-功能法”。,Diagram 2,Diagram 2,Communicative Language Teaching developed particularly by British applied linguists .It is a reaction away from grammar-based approaches such as the Audiolingual Method.(听说训练法),Teaching materials needed to express and understand diff
3、erent kinds of functions, such as requesting, describing, expressing likes and dislikes.Follows a Notional Syllabus（意念大纲） or some other communicatively organized syllabus and emphasizes the processes of communication, such as using language appropriately in different kinds of tasks, such as to solve
4、 puzzles, to get information, and using language for social interaction with other people.,Towards the end of the 1960s ,language learners were required to master grammatical forms and this mastery of language structured the main measures of competence.By the late 1960s, these changes attracted the
5、attention of Council of Europe. A number of experts proposed to set up a scheme to teach the languages of Europe.,2.Backgrounds,Developed in the 1970s in Europe.Reaction to the structural approach to language teaching.The need for change in language teaching methods.Stress on the socio-cultural aspe
6、cts of language in use.Wilkins and his “Notional Syllabus”.,1972年威尔金斯的语法大纲、情景大纲和意念大纲问世，论证了意念大纲比语法大纲和情景大纲的优越性。随后一百多个专家经过三年的努力，依据威尔金斯提出的意念和功能语言理论，制定出了一份欧洲主要语言教学的新教学大纲，并制定了“单元一学分”体系(unit-credit)的语言课程，即将学习任务分解成单元，每一单元对应学习者的某一需求。,社会语言学诞生。1972年海姆斯提出了“交际能力”的概念，认为语言教学不应只是让学生掌握语言的结构以及运用语言知识的能力，更重要的是培养运用语言进行交
7、际能力。1976年 威尔金斯制 Wilkins 定了意念大纲(Notional Syllabus)，1978年威多森出版交际语言教学法(Teaching Language as Communication)一书，由此，交际教学法应运而生。,3.Theoretical Basis,Language is for communication. Language is used in context.The relationship between form and meaning is not a one-to - one correspondence.Discourse analysis stu
8、dies language above sentence level.,3.1 Theory of language,Most contributors share the view that language is used for communication and are more concerned with structure. They argue that language is best learned through use in social context.,3.2 Theory of learning,Hymes and his notion of communicat
9、ive competence (海姆斯和他的“交际能力”概念)Halliday and his functional account of language use (韩礼德和他的语言运用功能的论述) Widdowson and his view of forms and their communicative values(威多森和他的语言形式和交际价值的观点)Canale and Swain s examination of communicative competence (卡纳尔和斯温对交际能力的论述)Richards and Rodgers summary of the commun
10、icative view of language (理查德和罗杰 斯对交际语言观的总结),4.1 Main features,Emphasis on learning to communicate in the TL.The introduction of authentic texts into learning situations.Focus on the learning process.Making use of learners own personal experiences.Creating real communication situations in the classr
11、oom .,4.Basic Principles,The role of the teacher: a.facilitator of students learning b.manager of classroom activities c.advisor d.co-communicatorThe role of the learner: a.negotiator municator c.contributor d.independent learner,Features of communicative activities: a. information gap b.choice of f
12、orm and content c. feedbackClassroom environment: a.cooperation and empathy b.student-centered c. tolerance of errors d. working in small groups,4.2 Objectives,acquire knowledge of the TL system;acquire knowledge of rules of speaking in the TL;use and respond to different types of speech acts;use la
13、nguage appropriately.,4.3 Techniques,Ways of integrating language skills: a.listening and note-taking using audio-video materials b.giving oral presentation c.project work d.role-play/simulation etc.,Ways of developing separated skills:speaking: problem solving activities simulation/role-play person
14、al responses etc. listening: putting pictures in correct sequence following directions on a map checking off items in a photograph completing a grid, time table, or chart etc.,Reading: skimmingscanningtext unscramblinginformation transfer. etcWriting (mainly done in three steps):gathering ideasworki
15、ng an draftspreparing the final version,4.4 Procedures,1) Presentation and comprehension (Students listen, then answer questions.)2) Demonstration of functional patterns (The teacher exemplifies each functional pattern.)3) Practicing functional patterns (Students practice the dialogue in pairs.),4)
16、Free production (Students make mini-dialogues of their own.)5) Checking students work6) Reading new materials (integrating reading and writing) 7) Writing based on reading,5.Comments,1) Wider considerations of what is appropriate and what is accurate2) Wider range of language3) Realistic and motivating language practice4) Drawing on learners knowledge and experience,5.1 Advantages,5.2 Disadvantages,1) Unclear about how rules of use can be taught.2) Difficult to tailor syllabus to students needs.3) Fossilization of learners errors.,Thank you,
