Chapter Nine Chapter Nine The Communicative Approach.
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Transcript of Chapter Nine Chapter Nine The Communicative Approach.
Chapter NineChapter Nine
The Communicative ApproachThe Communicative Approach
Definition
An approach to foreign or second language
teaching which emphasizes that the goal of
language learning is communicative
competence
Background
Developed in the 1970s in Europe
Reaction to the structural approach to language
teaching
The need for change in language teaching method
Functions and Functions and formsforms
Languages Languages skillsskills
waysways
In real lifeIn real life
The The traditional traditional FLTFLT
consequenceconsequence
perform certain communicative functions.
all skills, including the receptive and productive skills.
used in a certain context.
focuses on forms
one or two language skills
isolate language from its context.
The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations.
The learners cannot use the language in an integrated way.
The students are puzzled about how to use the language in a particular context.
language used in real life and traditional FLT.
The language we teach in traditional
FLT is not what we use in real-life
communication.
Conclusions
Theoretical Basis
Theory of language
Language is for communication. Language is used in context. The relationship between form and meaning is
not a one-to - one correspondence. Discourse analysis studies language above
sentence level.
Theory of language
Pragmatics studies how language is used in communication.
Hymes and his notion of communicative competence
Halliday and his functional account of language use
Richards and Rodger’s summary of the communicative view of language
Theory of learning
CLT should follow the natural acquisition
process.
Language is best learned through use in social
context.
Effective language learning will take place if the
emphasis is on communication.
Language learning is a process of meaning
negotiation.
Basic Principles
Main features
1. Communicative purpose; (information gap)1. Communicative purpose; (information gap)
2. Communicative desire; (real need)2. Communicative desire; (real need)
3. (Focus on ) Content, not form; (message)3. (Focus on ) Content, not form; (message)
(Exchanging information, not pattern practice)(Exchanging information, not pattern practice)
4. Variety of language; (not just one language 4. Variety of language; (not just one language form, free to improve/create)form, free to improve/create)
5. No teacher intervention; (done by Ss; no 5. No teacher intervention; (done by Ss; no correcting or evaluating how Ss do it; correcting or evaluating how Ss do it; assessment is based on the ‘product’ or on assessment is based on the ‘product’ or on communicative purpose rather than on the communicative purpose rather than on the language.)language.)
Objectives
The final goal of FLT : The final goal of FLT :
to enable the learners to use the foreign to enable the learners to use the foreign language in work or life (communicative language in work or life (communicative competence). competence).
we should teach:we should teach:
that part of the language that will be used in the that part of the language that will be used in the way that is used in the real world.way that is used in the real world.
Techniques
Ways of integrating language skills:
listening and note-taking using audio-video materials
giving oral presentation
role-play/simulation etc.
Techniques
Ways of developing separated skills: speaking: problem solving activities, simulation/role-play etc. listening: putting pictures in correct sequence, following directions on a map, checking off items in a photograph, completing a grid
(地 图上的坐标方格) , time table, or chart etc.
Techniques
reading: skimming scanning text unscrambling (文本解读) information transfer etc writing (mainly done in three steps): gathering ideas working an drafts preparing the final version
Procedures
1) Presentation and comprehension (Students listen, then
answer questions.)
2) Demonstration of functional patterns (功能范式)(The teacher exemplifies (举例说明) each functional
pattern.)
3) Practising functional patterns (Students practise the
dialogue in pairs.)
Procedures
4) Free production (Students make mini-dialogues
of their own.)
5) Checking students’ work
6) Reading new materials (integrating reading and
writing)
7) Writing based on reading
Summary and Comments
Advantages
1) Wider considerations of what is appropriate
and what is accurate
2) Wider range of language
3) Realistic and motivating language practice
4) Drawing on (利用) learners’ knowledge
and experience
Disadvantages
1) Unclear about how rules of use can be taught
2) Difficult to tailor syllabus (教学大纲) to
students’ needs
3) Fossilization (固化) of learners’ errors