英语教学法之Cmmunicative Language Teaching Approach.pptVIP

Communicative Language Teaching Approach Group Members: 薛爱华 陈晓莉 冯广巧 张丽丽 李爽 Background Origins: changes in the British language teaching tradition dating from the late 1960s British applied linguists began to call into question the theoretical assumptions underlying Situational Language Teaching Noam Chomsky: Syntactic Structures(1957) current standard structural theories of language---incapable to account the creativitiy and uniqueness of individual sentences British applied linguists: emphasize on the functional and communicative potential of language E.g. Christopher Candlin and Henry Widdowson: British functional linguists; American work in sociolinguistics; work in philosophy Changing educational realities in Europe interdependence of European countries; learning of the major languages of ECM; promoting language education; formation of the International Association of Applied Linguistics 1971: a group of experts, develop language courses on a unit-credit system 1972: Wilkins, a functional or communicative definition of language Two types of meaning behind the communicative use of language: notional categories and categories of communicative function Notional Syllabus: a significant impact on the development of Communicative Language Teaching---used by the Council of Europe for a first-level communicative language syllabus Aims of the approach: (a) make communicative competence the goal of language teaching; (b) procedures to teach four skills that acknowledge the interdependence of language and communication Features: comprehensiveness; no authoritative model; different people have different interpretations with direct practice of communicative acts as the core Howatt Distinguish between a strong and weak version of CLT Weak version: learning to use Strong version: using English to learn it Focus on communicative and contextual factors in language use: antecedent---anthropogist Bronislaw Malinowski and linguist John