Unit2 Communicative Principles and TBLT 英语教学法

英语教学法

Unit 2 Communicative Principles and Task-based Language Teaching

交际原则及任务型语言 教学

英语教学法

Teaching Aims:

To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching

英语教学法

2.Teaching Content:

Language use in real life vs. traditional pedagogy Fostering communication competence The implementation of language skills Communicative activities Conclusion: How do we learn language?

英语教学法

Part I .1 Language use in real life VS. Traditional pedagogy

In real life

In classrooms(traditional pedagogy)

Language is used to perform certain communicative functions (to give directions, to exchange information, to make a complaints,etc.)Use all skills, including receptive skills such as listening and reading skill, and productive skills such as speaking and writing

The teaching focus is often on forms rather than functions.

Focus on one or two language skills and ignore the others

Language is always used in a certain Tends to isolate language from context its context

英语教学法

Part 1.2 What is communicative competence?

Communicative competence is a term in linguistics which refers to a language user‘s grammatical knowledge of syntax(句法), morphology(构词), phonology(音位) and the like, as well as social knowledge about how and when to use utterances appropriately. The term was coined by Dell Hymes in 1966,reacting against the perceived inadequacy of Noam Chomsky‘s (1965) distinction between competence and performance.To address Chomsky’s abstract notion of competence, Hymes undertook ethnographic exploration of communicative competence that included “communicative form and function in integral relation to each other” (Leung, 2005).[3] The approach pioneered by Hymes is now known as the ethnography of communication.(交际人种志)

英语教学法

What is communicative competence?

One language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms. The speakers not only have to know functional meaning of the language but also the social context where the message is given.

英语教学法

Part I.2.1 Component of Communicative competence

Hedge s discusstion–

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Liguistic competence(语言能力): is concerned with knowledge of the language itself, its form and meaning Pragmatic competence(语用能力): when to speak, when not, what to talk about with whom,when, where and in what manner Discourse competence(话语能力): the ability to express or to understand a topic logically and coherently Strategic competence( 策略能力):the ability to compensate for communication breakdown by searching for other means of expression Fluency (流畅性能力): the ability to link units of speech together with facility and without strain or inapprociate slowness or undue hesitation

英语教学法

Canale and

Swain (1980) defined communicative competence in terms of four components – grammatical competence: words and rules – sociolinguistic competence: appropriateness – discourse competence: cohesion and coherence – strategic competence: appropriate use of communication strategies

英语教学法

Conclusion

Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it approciately in any given situation, including kownoledge of what to say, when, how, where, and to whom Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice.

英语教学法

Part 1.3 Implication for teaching and learning (Refer to p.19 (textbook)

Communicative Implication for language teaching competence Teachers need to help learners Linguistic competence · achiever accuracy in the grammatical formsof the language;

· pronounce the forms accurately; · stress, rhythm, and intonation to express usemeaning;

· build a range of vocabulary; · Learn the script and spelling rules; · achieve accuracy in syntax and word formation

英语教学法

Communicativ Implication for language teaching e competence

Pragmatic competence

Teachers need to help learners learn the relationship between grammatical forms and functions use stress and intonation to express attitude and emotion; learn the scale of formality; understand and use emotive tone; use the pragmatic rules of language; select language forms appropriate to topic; listener, or setting, etc.

英语教学法

Communicativ Implication for language teaching e competence

Discourse competence

Teachers need to help learners take longer turns, use discourse marders and open and close conversations; appreciate and be able to produce contextualised written texts in a variety of genres; be able to use cohesive devices in reading and writing texts; be able to cope with authentic texts;

英语教学法

Communicative competence

Implication for language teaching

Strategic competence

Teachers need to enabl learners to take risks in using the language; to use a range of communicative strategies; to learn the language needed to engage in some these;

英语教学法

Communicative competence fluency

Implication for language teaching Teachers need to help learners deal with the information gap of real discourse; process languag …… 此处隐藏：4060字，全部文档内容请下载后查看。喜欢就下载吧 ……