Unit 2 Communicative Principles and TBLT
2.1 Language u in real life vs. traditional pedagogy
①Focus: In real life, language is ud to perform certain communicative functions, (e. g .to give directions, to exchange information, or to make a complaint) in a traditional language classroom, the teaching focus is often on forms rather than functions.
②Skills: Traditional pedagogy tends to focus on one or two language skills and ignore the others. In real language u we u all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing.
③Context: In reality language is always ud in a certain context, but traditional pedagogy tends to isolate language from its context.
2.2 What is communicative competence?
①名词解释：
⑴Communicative competence is the goal of Communicative Language Teaching, which includes both the knowledge of the language itlf and the knowledge of how to u language appropriately in communicative situations.
⑵Five main components of communicative competence are linguistic competence, pragmatic competence, discour competence, strategic competence, and fluency.
②简答：①+the main components of communicative competence.(每个competence的⑴)
③论述：②+In other words, it is one’s ability to express or to understand
a topic logically and coherently by effectively employing or comprehending the cohesive markers ud in the discour such as “by the same token”, “at last” and also the reference words such as “it”, “they”, etc. in the context.
2.3 What are the main components of communicative competence?
(每个competence都可以出名词解释，回答⑴⑵)
Five main components of communicative competence are linguistic competence, pragmatic competence, discour competence, strategic competence, and fluency.
①Linguistic competence:
⑴It is concerned with the knowledge of the language itlf, its form and meaning.
⑵More specifically, it involves spelling, pronunciation, vocabulary, word
formation, grammatical
②Pragmatic competence:
⑴Pragmatic competence is concerned with the appropriate of the language in social context.
分手感言
⑵That is to say, the choice of the vocabulary and structure depends on the tting, the relative status of the speakers, and their relationships.
③Discour competence:
⑴Discour competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.
⑵In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers ud in the discour such as :“by the same token”, “to put it in other words”,“first”，“cond”,“at last”, and also the reference words such as“it”,“they”,“that”,etc. in the context.
④Strategic competence:
⑴Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.
⑵One can compensate for this by arching for other means of expressions, such as using a similar phra, using gestures, or using a longer explanation.
⑤Fluency: It means one’s ability to “link units of speech together with facility and without strain or inappropriate slowness or undue hesitation”
2.4 What is CLT(名词解释)?
①CLT refers to Communicative Language Teaching. It is one type of teaching method to cultivate communicative competence.
②The goal of CLT is to make students know the knowledge of the language and the knowledge about how to u language appropriately in communicative situations. That’s to say, CLT not only focus on the linguistic knowledge but the functions of language such as advising, inviting suggesting, etc., which students should learn how to u.
③The principles of CLT are communicative, task and meaningfulness
principles.
④There are two versions of CLT propod by Howatt, to describe the ways of language learning.
2.5 What are the criteria for evaluating how communicative classroom activities are?
①Communicative purpo: The activity must involve the students in performing a real communicative purpo rather than just practicing language for its own sake.
②Communicative desire: The activity must create desire to communicate in the students. That is, even if communication is forced on the students, they must feel a real need to communicate.
描写柳树的作文③Content, not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it.
④Variety of language: The activity must involve the students in using a variety of language, not just one specific language form.
⑤No teacher intervention：The activity must be designed to be done by the students working by themlves rather than with the teacher.
⑥No material control: The activity should not be designed to control what language the students should u. The choice about what language to u should rest with the students.
2.6 How do you understand Task-bad Language Teaching? (TBLT)（名词解释）
检讨1000字①Task-bad Language Teaching (TBLT)refers to an approach bad on the u of task as the core unit of instruction in language.
②Task-bad Language Teaching is, in fact, a further development of Communicative Language Teaching.
草药有哪些
③It shares the same beliefs, as language should be learned as clo as possible to how it is ud in real life.
④However, it has stresd the importance to combine form-focud teaching with communication-focud teaching.
事业单位退休年龄
2.7 What does a task refer to? （名词解释）
[A task is] an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.
2.8 What are the four components of a task? (PPP+C)
A task has four main components: a purpo, a process, a product and a context.
①a purpo: making sure the students have a reason for undertaking the task强直性脊柱炎的危害
菲律宾和中国②a process: getting the students to u learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating
③a product: there will be some form of outcome, either visible or invisible
④a context: this can be real, simulated or imaginary, and involves sociolinguistic issues
2.9 What are the differences between tasks and exercis?
①When the students are carrying out a task, they are focusing on the complete act of communication. (fluency)
斗志昂扬的意思
②When the students focus their attention on individual aspects of language, such as vocabulary, grammar or individual skills. We can call the activities exerci. (accuracy)
2.10 What is PPP?(名词解释:①②)
①It refers to Prentation, Practice and Production model of teaching.
②At the prentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate. At the practice stage, the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary. At the production stage, the students are encouraged to u what they have learned and practiced to perform communication tasks. At the last stage, the focus is on meaning rather than accurate u of language forms.
