解决方案英文王蔷 英语教学法教程 第二版 Unit2

2021年1月20日发(作者：巴勒斯)
第
2
章

CLT
与
TBLT

一、
Language use in real life vs. Traditional pedagogy

The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or
life when necessary. So we should teach that part of the language that will be used and we should teach language
in the way it is used in the real world.

The differences between language used in real life and language taught in the classroom:

①
In
real
life,
language
is
used
to
perform
certain
communicative
functions
.
e.g.
to
give
directions,
to
exchange information, or to make a complaint, etc.; In a traditional language classroom, the teaching focus is
often on forms rather than functions.

②
In
real
language
use
we
use
all
skills
,
including
receptive
skills
such
as
listening
and
reading,
and
productive skills such as speaking and writing. For various reasons, traditional pedagogy tends to focus on one
or two language skills and ignore the others.

③
In reality language is always used in a certain
context
, but traditional pedagogy tends to isolate language
from its context.


二、
CLT

1. CLT refers to an approach to the teaching of foreign or second language through communicative activities.

2. The goal of CLT is to develop students’
communicative competence
, which includes both the knowledge
about the language and the knowledge about how to use the language appropriately in communicative situations.

3. Principles of CLT

1) Communication principle: Activities that involve real communication promote learning.

2) Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.

3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.

4. Five components of communicative competence

Hedge discusses five components of communicative competence. Namely, linguistic competence, pragmatic
competence, discourse competence, strategic competence, and fluency.

（
1
）
Linguistic
competence
is
concerned
with
knowledge
of
the
language
itself, its
form
and
meaning.
It
involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure
and
semantics.

（
2
）
Pragmatic competence refers to the appropriate use of the language in social context. That is to say, the
choice
of the
vocabulary and
structure
depends
on the
setting, the relative
status
of the speakers, and
their
relationships.

（
3
）
Discourse competence refers to one’s ability to create coherent written text or conversation and the ability
to understand them. 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 used in the discourse, such as “first”, “it”.

（
4
）
Strategic competence is similar to communication strategies. It refers to strategies one employs when there
is communication breakdown due to lack of resources.

（
5
）
Fluency means one’s ability to link units of speech together with facility and without strain or inappropriate
slowness or undue hesitation.

5. CLT and the teaching of language skills

The translation of communicative competence in language teaching practice is to develop learners’ language
skills, namely, listening, speaking, reading and writing.

①
Listening and speaking skills need to be redefined in terms of the real communicative use, that is, students
should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if
possible. Listening is viewed not only as the counterpart of speaking, but as an independent skill with its own
objectives.

②
Reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate
such a process. In CLT with different reading purposes, students use different skills, such as skimming, scanning,
etc.

③
In writing, students should have the chance to write to express their own feelings or describe their own
experiences, so making the practice of writing meaningful and authentic.

In
a
word,
CLT
has
not
replaced
the
previous
approaches
or
methodologies.
It
has
expanded
three
areas:
language content, learning process, and product.

6.

Main features of communicative activities

如何设计交际活动

(1)Functional communicative activities:

Communicating patterns and pictures

Following directions

Identifying pictures

Discovering missing information

Discovering missing features

Discovering differences

(2) Social interaction activities:

Improvisation

Role-playing through cues and information

Role-playing through situations and goals

7. Six criteria for evaluating communicative classroom activities:

（
1
）
Communicative purpose

The activity must involve the students in performing a real communicative purpose rather than just practicing
language for its own sake. There must be some kind of ‘information gap’ that students seek to bridge when they
are communicating.

（
2
）
Communicative desire

The activity must create a desire to communicate in the students.

（
3
）
Content, not form

When the students are doing the activity, they must be concentrating on what they are saying, not how they say
it.

（
4
）
Variety of language

The activity must involve the students in using a variety of language, not just one specific language form.

（
5
）
No teacher intervention

The activity must be designed to be done by the students working by themselves rather than with the teacher.

（
6
）
No materials control

The activity should not be designed to control what language the students should use.


三、
TBLT

1. TBLT is
a
method of instruction under CLT, which emphasizes taking various
tasks as the center of the
language teaching. It is widely promoted in English language teaching nowadays. It is a further development of
CLT. It shares the same beliefs in the use of language in real life, but stresses the importance to combine form-
focused teaching with communication- focused teaching.

2.
Task
: A task is essentially goal-oriented; it requires the group, or pair, to achieve an objective that is usually