Unit 2 Communicative Principles and Task-bad Language teaching
Aims of the unit:
1. how is language learned in classrooms different from language ud in real life?
2. What is communicative competence?
3. What are the implications of CLT to teaching and learning?
4. What are the main features of communicative activities?
5. What is Task-bad Language Teaching?
6. How is Task-bad Language Teaching different from PPP?
7. Are there imitations of CLT and TBL?
I. Language u in real life vs. traditional pedagogy
Task 1.
Generally speaking language u in real life differs from traditional language teaching pedagogy in the following aspects:
In real life
In traditional pedagogy
可靠的近义词How is Lang. ud /taught?
1.Perform certain com- municative functions
2. U all four skills
1.Focus on forms rather than functions
2 Focus on one or two skills
雅思报名流程What parts of lang. are ud/ taught
Language is ud in a certain context
Isolate language from its context
II. What is communicative competence?
1. The goal of CLT
The goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to u the language appropriately in communicative situations.
Task 2:
“Why don’t you clo the door?”—a real question, a command or a complaint?
Task 4:
Discuss the possible meaning and function each may have.
l Flight CA 937 is now landing.
l The train is leaving in ten minutes.
royal maill She is always complaining whenever you talk to her.稽核岗位职责
l He is making progress slowly
From the above tasks we can e that one language form may express a number of communicative functions and one communicative function can also be expresd by a variety of language forms.
2. Five main components of communicative competence.
Hedge discuss five main components of communicative competence: linguistic competence, pragmatic competence, discour competence, strategic competence and fluency.
(1) Linguistic competence: “is concerned with knowledge of the language itlf, its form and meaning”(Hedge, 2000)come home
(2) Pragmatic competence: is concerned with the appropriate u of the language in social context.
(3) Discour competence: refers to one’s ability to create coherent written text or conversation and the ability to understand them.(Canale and Swain, 1980)
(4) Strategic competence: similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.
(5) Fluency: one’s ability to “link units of speck together with facility and without strain or inappropriate slowness or undue hesitation”(Hedge)
课后答案
3. Language competence and communicative competence
2013年1月5日
(1) Chomsky’s theory: competence simply means knowledge of the language system: grammatical knowledge in other words
蠢蛋搞怪秀3d
(2) Hymes’s theory: “there are “rules of u without which the rules of grammar would be uless”. Besides grammatical rules, language u is governed by rules of u, which ensure that the desired or intended functions are performed and the language ud is appropriate to the context.
(3) Communicative competence: according to Hymes, communicative competence means people should know “what to say to whom and how to say it appropriately in any given situation”, which includes four aspects:
. grammatically acceptable
. understandable
. social norms
. actually u
4. Implications for teaching and learning
Task 5:
Communicative competence
Implications for language teaching
(Teachers need to help learners)
Linguistic competence
l Achieve accuracy in the grammatical forms of the languages;
l Pronounce the forms accurately;
l U stress, rhythm and intonation to express meaning;
l Build a range of vocabulary;
l Learn the script and spelling rules.
呼吁英语
l Achieve accuracy in syntax and word formation.
Pragmatic competence
l Learn the relationship between grammatical forms and functions;
l U stress and intonation to express attitude and emotion;
l Learn the scale of formality;
l Understand and u emotive tone;
l U the pragmatic rules of language.
17 year oldl Select language forms appropriate to topic, listener or tting, etc.
Discour competence
l Take longer turns, u discour markers and open and clo conversations;
