Unit 2
Communicative Language Teaching
⏹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(knowledge of what to say, when, how, where, and to whom).
Five main components of communicative competence
⏹Linguistic competence: knowledge of the language itlf, its form and meaning (spelling, pronunciation, vocabulary, word formation,西式糕点学习 grammatical structure, ntence structure, mantics)
visionnaire⏹Pragmatic competence: the appropriate u of the language in social context (the choice of the vocabulary and structure depends on the tting, the relative status of the speakers and their relationships.)
everything是什么意思⏹Discour competence: one’s ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers ud in the discour)
Five main components of communicative competence
录像片⏹Strategic competence : one’s ability to compensate for the communication breakdown due to lack of resources by arching for other means of expression, such as using a similar phra, using gestures, or using a longer explanation.
蹼趾⏹Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation
Principles of CLT弗吉尼亚州机场
⏹Communication principle: activities that involve real communication promote learning
⏹Task principle: activities in which language is ud for carrying out meaningful tasks promote learning
⏹Meaningfulness principle: language that is meaningful to the learner supports the learning process
The teaching of language skills in CLT
⏹考研要准备多久Listening & speaking: students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.dasketball
⏹Reading: the purpo of reading is focud. Reading is to extract meaning or information (the learning of grammar and vocabulary is to facilitate such a process)
⏹Writing: students should practice writing what people write in everyday life and writing in the way people write in reality.
Learner roles within CLT
毕业生 电影
⏹Learner acts as negotiator (between the lf, the learning process, and the object of learning) when he/she interacts within the group and within the classroom procedures and activities which the group undertakes.
⏹Learner should contribute as much as he gains, and learn in an interdependent way.
Teacher roles within CLT
⏹Organizer: to facilitate the communication process between all participants in he classroom, and between the participants and the various activities and texts
⏹Learner and rearcher: to act as an independent participant within the learning-teaching group.
⏹Needs Analyst: to respond to learner language needs
Teacher roles within CLT
⏹Counlor: to maximize the meshing(配合(pèihé)） of speaker intention and hearer int
erpretation, through the u of paraphra, confirmation, and feedback.
⏹Group process manager: organize the classroom as a tting for communication and communicative activities. During an activity the teacher monitors, encourages learners but suppress the inclination to supply gaps in words, grammar, and strategy but notes such gaps for later commentary. At the conclusion of group activities, the leads in the debriefing(汇报(huìbào)）of the activity, pointing out alternatives and extensions and assisting groups in lf-correction discussion.
Six criteria for evaluating communicative classroom activities
⏹Communicative purpo
⏹Communicative desire
⏹Content, not form
⏹Variety of language
⏹No teacher intervention
圣诞节的由来英文版⏹No materials control
Task-bad Language Teaching
⏹Four components of a task:
⏹A purpo: ensure that students have a reason for undertaking the task
⏹A context： location, participants, relationships, time … (can be real, simulated or imaginary )
⏹A process: getting the students to u learning strategies(problem solving, reasoning, inquiring, etc.) to u appropriate words,ntence structures,etc.
⏹A product: visible(a written plan, a play, a letter) or invisible(enjoying a story, learning about another country, etc.)
Procedures of TBLT
⏹ Pre-task
⏹ introduction to
⏹ topic and task
⏹ Task cycle
⏹ Task Planning Report
