• Noam Chomsky: Syntactic Structures(1957) current standard structural theories of language---incapable to account the creativity and uniqueness of individual sentences
• Henry Widdowson: a view of the relationship between linguistic systems and their communicative values in text and discourse
• Canale and Swain: four dimensions of communicative competence---grammatical competence, sociolinguistic competence, discourse competence, strategic competence
Communicative Language Teaching 交际法
• Communicative Language Teaching • Current Language Approaches
Background Approach Design Procedure
Conclusion
• Background
• E.g. Krashen: acquisition vs. learning language learning comes about through using language communicatively
• Johnson and Littlewoods: skill-learning model of learning----cognitive aspect and behavioral aspect
teacher and the students. 4. Helps students cooperative with each other
more.
• Demerits: 1.Hard to define the boundary of “communication”. 2.Hard to balance the language competence and
• Origins: changes in the British language teaching tradition dating from the late 1960s
• British applied linguists began to call into question the theoretical assumptions underlying Situational Language Teaching
• 1971: a group of experts, develop language courses on a unit-credit system
• 1972: Wilkins, a functional or communicative definition of language
• Two types of meaning behind the communicative use of language: notional categories and categories of communicative function
Learner roles:
Teacher roles:
Needs analyst
The role of instructional materials:
Procedure:
Littlewood:
• Merits: 1. Trains students’ communicative competence. 2. Sets goals according to students’ needs. 3. Improves the relationship between the
• Conclusion:
• Altogether, CLT is best considered an approach rather than a method. It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures.
the communicative competence.
3.Hard to find an ideal and practical kind of instructional materials.
4.Hard to deal with the mistakes occurring in the communication,
• Theory of learning:
• Communication principle; Task principle; Meaningfulness principle
• Recently, some theories of language learning processes that are compatible with the communicative approach
and conduct; 4. A level of individual learning needs; 5. A general educational level of extra-lingusitc
goals.
The syllabus:
Types of learning and teaching activities:
• Johnson and Johnson identify five core characteristics of current applications of communicative methodology:
• 1. Appropriateness • 2. Message focus • 3. Psycholinguistic processing • 4. Risk taking • 5. Free practice
• At the level of language theory, CLT has a rich, if somewhat eclectic, theoretical base.
• Some characteristics of the communicative view of language P161
• Design: • Objectives • The syllabus • Types of learning and teaching activities • Learner roles • Teacher roles • The role of instructional materials
• Objectives: • Piepho discusses the following levels of
objectives in a communicative approach: 1.An integrative and content level; 2. A linguistic and instrumental level; 3. An effective level of interpersonal relationships
• Theory of Language:
• Starts from a theory of language as communication
• Hymes’ theory of communicative competence
• Halliday’s functional account of language use
• Notional Syllabus: a significant impact on the development of Communicative Language Teaproach: (a) make communicative competence the goal of language teaching; (b) procedures to teach four skills that acknowledge the interdependence of language and communication
• British applied linguists: emphasize on the functional and communicative potential of language
• Changing educational realities in Europe
• interdependence of European countries; learning of the major languages of ECM; promoting language education; formation of the International Association of Applied Linguistics