第2章交际教学原则与任务型语言教学2.1 复习笔记本章要点:1. Language use in real life vs. traditional pedagogy语言在日常生活中的使用与传统教学法2. The differences between language used in real life and language taught in the classroom日常生活语言与课堂语言的不同3. Definition of communicative competence and its five components交际能力的定义和它的五个组成部分4. Principles of Communicative Language Teaching交际语言教学的原则5. CLT and the teaching of language skills交际语言教学与语言能力教学6. Main features of communicative activities交际活动的主要特点7. T ask-based Language Teaching任务型语言教学8. Four components of a task任务的四个部分9. PPP and T ask-based Language Teaching介绍,练习和产出与任务型语言教学10. The steps to design tasks设计任务的步骤11. Appropriateness of CLT and TBLT in the Chinese context交际语言教学的恰当性和中文环境的任务型语言教学本章考点:语言在日常生活中的使用与传统教学法;日常生活语言与课堂语言的不同;交际能力的定义和它的五个组成部分;交际语言教学的原则;交际语言教学与语言能力教学;交际活动的主要特点;任务型语言教学;任务的四个部分;介绍,练习和产出与任务型语言教学的不同;设计任务的步骤;交际语言教学的恰当性和中文环境的任务型语言教学。
本章内容索引:Ⅰ. Language use in real life vs. traditional pedagogyⅡ. Communicative competence1. Definition of communicative competence2. Five components of communicative competence3. Communicative competence and linguistic competenceⅢ. Implications for teaching and learningⅣ. Principles of Communicative Language Teaching (CLT)1. Principles2. Weak and strong versions of CLTⅤ. CLT and the teaching of language skillsⅥ. Main features of communicative activitiesⅦ.T ask-based Language Teaching (TBLT)1. Definition of a task2. Four components of a task3. Exercise, exercise-tasks and tasksⅧ. PPP and Task-based Language Teaching1. Presentation, Practice and Production (PPP)2. Differences between PPP and TBLⅨ. Design of tasksⅩ. Appropriateness of CLT and TBLT in the Chinese context1. Controversies and debates about CLT2. Some potential constraints of TBLTⅪ. ConclusionⅠ. Language use in real life vs. traditional pedagogy(语言在日常生活中的使用与传统教学法)【考点:语言在日常生活中的使用与传统教学法;日常生活语言与课堂语言的不同】The ultimate goal of foreign language teaching is to enable students to use the foreign languae in work or life when necessary. Thus we should teach that part ofthe language that will be used (rather than all parts of the language); and we should teach language in the way it is used in the real world.外语教学的最终目标是使学生能够在生活和工作中的必要场合运用外语。
因此我们应该教能用到的语言,而不是所有的语言;而且我们应该按语言在现实世界中所使用的方式来教。
The differences between language used in real life and language taught in the classroom:日常生活语言与课堂语言的不同:①In real life, language is used to perform certain communicative functions. e.g. to give directions, to exchange information, or to make a complaint, etc.; In a traditional language classroom, the teaching focus is often on forms (structures and patterns)rather than functions.日常语言用来执行交际功能,比如下达命令、交流信息或抱怨。
传统的课堂语言更注重语言的形式(结构和模式)而非功能。
②In real language use we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing. For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others.在日常语言中,人们会使用所有的语言能力,包括听、读类的接受能力和说、写之类的产出能力。
由于种种原因,课堂语言只注重一两种能力而忽视其他的技能。
③In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.日常语言总是用于某个情境之中的语言,而传统的教学法倾向于把语言与其语言环境分离开来。
Ⅱ. Communicative competence(交际能力)【考点:交际能力的定义和它的五个组成部分】To bridge the gap between classroom language teaching and real-life language use, one solution is the adoption of communicative language teaching.采用交际教学法可以弥补课堂语言教学和实际语言应用之间的差距。
The goal of CLT is to develop students’communicative competence.交际教学法的目标是培养学生的交际能力。
1. Definition of communicative competence(交际能力的定义)It includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.交际能力既包括语言知识能力,也包括如何在交际环境中恰当地使用语言的能力。
Speakers not only have to know functional meaning of the language but also the social context where the message is given.说话者不仅要知道语言的功能意义,还要知道语言使用的社会情境。
2. Five components of communicative competence (Hedge 2000)(交际能力的五个组成部分(赫奇,2000))Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.即语言能力、语用能力、语篇能力、策略能力以及流利程度(1)Linguistic competence 语言能力It is concerned with knowledge of the language itself, its form and meaning.语言能力指的是会使用语言知识的能力,包括形式与意义。
(2)Pragmatic competence 语用能力It refers to the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.在社会环境中恰当使用语言的能力。