《中学英语教学法》课程教学课件（PPT讲稿）Chapter 5 Schools of FLT methods（3/4）

Chapter 5 Schools of foreign language teaching methods (3) Luo Beigang English Department of Foreign Languages School of SHZU

Chapter 5 Schools of foreign language teaching methods (3) Luo Beigang English Department of Foreign Languages School of SHZU

Communicative Language Teaching (CLT) I.Background of CLT II.Communicative competence Ⅲ.CLT:purposes★ IV.CLT:Principles V.CLT:features大 VI.CLT:criteria for communicative activities VII.CLT:teaching and learning case

Communicative Language Teaching (CLT) Ⅰ. Background of CLT Ⅱ. Communicative competence Ⅲ. CLT: purposes★ Ⅳ. CLT: Principles Ⅴ. CLT: features★ Ⅵ. CLT: criteria for communicative activities Ⅶ. CLT: teaching and learning case

I.Background of CLT 1.1 Development of functionalism Functional language views: 1)Language can realize three metafunctios:ideational,interpersonal, and textual; 2)Language is the social semiotics, which can represent social meaning;

Ⅰ. Background of CLT 1.1 Development of functionalism Functional language views: 1) Language can realize three metafunctios: ideational, interpersonal, and textual; 2) Language is the social semiotics, which can represent social meaning;

I.Background of CLT 1.2 Influence of Situational Teaching method 1)FLT is a situation in which teachers and learners are communicating with each other. 2)Situation is a context in which knowledge and affection are interchanged between teachers and learners and learners themselves

Ⅰ. Background of CLT 1.2 Influence of Situational Teaching method 1) FLT is a situation in which teachers and learners are communicating with each other. 2) Situation is a context in which knowledge and affection are interchanged between teachers and learners and learners themselves

I.Background of CLT 1.3 Drawbacks of the traditional methods 1)traditional pedagogy tends to focus on one or two language skills and ignore the others. 2)traditional pedagogy tends to isolate language from its context.e.g.the passive 3)traditional pedagogy tends to focus on forms rather than on functions

Ⅰ. Background of CLT 1.3 Drawbacks of the traditional methods 1) traditional pedagogy tends to focus on one or two language skills and ignore the others. 2) traditional pedagogy tends to isolate language from its context. e.g. the passive 3) traditional pedagogy tends to focus on forms rather than on functions

I.Background of CLT 1.4 Consequences of traditional methods: The learners have learned a lot of sentences or patterns,but they are unable to use them appropriately in real social situations. The learners cannot use the language in an integrated way. The students are puzzled about how to use the language in a particular context

Ⅰ. Background of CLT 1.4 Consequences of traditional methods: ◼ The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations. ◼ The learners cannot use the language in an integrated way. ◼ The students are puzzled about how to use the language in a particular context

II.Communicative competence 2.1 Contents of Communicative competence 1)Linguistic Competence LC=grammatical knowledge or knowledge about the language forms 2)Communicative Competence CC=linguistic knowledge knowledge about using the language

Ⅱ. Communicative competence 2.1 Contents of Communicative competence 1) Linguistic Competence LC=grammatical knowledge or knowledge about the language forms 2) Communicative Competence CC=linguistic knowledge + knowledge about using the language

II.Communicative competence 2.2 Hymes (1979)claims communicative competence includes four aspects:(p 19) 1)knowing whether or not something is formally possible (grammaticality:grammatically acceptable);知道形式上是否可行 E.g,the womans are doing washing 2)knowing whether something is understandable to human beings (feasibility); 道语义上是否可行 E.g,He jumped on the table,sipping a little wine, then he got a pen and began to scribble on the floor

Ⅱ. Communicative competence 2.2 Hymes (1979) claims communicative competence includes four aspects: (p 19) 1) knowing whether or not something is formally possible (grammaticality: grammatically acceptable); 知道形式上是否可行 E.g, the womans are doing washing. 2) knowing whether something is understandable to human beings (feasibility); 知 道语义上是否可行 E.g, He jumped on the table, sipping a little wine, then he got a pen and began to scribble on the floor

3)knowing whether something is in line with social norms (appropriateness in a social context));知道是否得体 E9,一次，我的这位同学去厕所，正好碰 见先生出来，我的这位同学避之不及，问 道，“老师，吃过啦！” 4)knowing whether or not something is in fact done (what the language performance needs).知道实施的条件

3) knowing whether something is in line with social norms (appropriateness in a social context); 知道是否得体 E.g, 一次，我的这位同学去厕所，正好碰 见先生出来，我的这位同学避之不及，问 道，“老师，吃过啦！” 4) knowing whether or not something is in fact done (what the language performance needs). 知道实施的条件

II.Communicative competence 2.3 Communicative Competence includes knowledge/awareness of:(p 18) when to say where to say to whom to say what to say how to say

Ⅱ. Communicative competence 2.3 Communicative Competence includes knowledge/awareness of: (p 18) ◼ when to say ◼ where to say ◼ to whom to say ◼ what to say ◼ how to say