交际教学法课件.ppt

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1、CommunicativeLanguageTeaching(CLT)胡倩张双双Whatdoyouwanttosay?backgroundapproachdesignprocedureStep1thelinguistictheoryunderlyingSLTandAu-criticizedStep2ThechangingeducationalrealitiesinEuropeStep3Sincethemid-1970s,thescopeofCLTexpandedBackground(CLT)Datingbacktothelate1960s{Chomsky,langua

2、gecharacteristics(creativityanduniqueness)Britishappliedlinguists,thefunctionalandcommunicativepotentialofLInterdependence,theCouncilofEurope,alternativemethodsofLteaching{Works{Unit-creditsystemWilkins’sanalysisoftheCmeaning{CcompetenceproceduresAB{{LearningtouseitUsingEtolearnit{Au-＆

3、CLTContext＆CommunicationLearner-centered＆experience-basedTheoryoflanguageTheoryoflearningApproachAtheoryoflanguageascommunicationthegoaloflanguageteachingcommunicativecompetence(Hymes)contrastacommunicativeviewoflanguageandChomsky’sTheoryofcompetenceHalliday’sfunctionalaccountoflanguag

4、eviewApowerfultheoryofthefunctionsoflanguage,complementingHyms’sviewsofcommunicativecompetenceAcquirethelinguisticmeanstoperformdifferentkindsoffunctionsHenryWiddowsonTherelationshipbetweenlinguisticsystemsandcommunicativevaluesintextanddiscourseCommunicativeactsunderlyingtheabilitytou

5、selanguagefordifferentpurposesCanaleandSwain,morepedagogicallyinfluentialanalysisofCCFourdimensionsofCC:GrammaticalCSociolinguisticCDiscourseCStrategicCEIdentifytheelementsunderlyinganlearningtheoryfromtheCLTpracticeLittlee.g.PrinciplesforCLTCommunicationprincipleTaskprincipleMeaningfu

6、lnessprincipleRealcommunicationMeaningfultaskMeaningfultolearnersAuthenticmeaningfulJohnsonandLittlewood,consideranalternativeleaningtheory,askill-learningtheory.TheacquisitionofCCisanexampleofskilldevelopmentpracticedesignsyllabusTypesoflearningandteachingactivitiesLearners’rolesobjec

7、tivesRoleofinstructionalmaterialsTeachers’rolesPiepho’sfivelevelsofobjectivesAnintegrativeandcontentlevelAlinguisticandinstrumentallevelAnaffectivelevelofinterpersonalrelationshipsandconductAlevelofindividuallearningneedsAgeneraleducationlevelofextra-linguisticgoalsObjectivesNotional