交际教学法2 CLT.pptVIP

Communicative competence Principles of Communicative Language Teaching (CLT) Communication principle Task principle Meaningfulness principle CLT and the teaching of language skills1. Listening and speaking In traditional pedagogy Activities: Listen to texts either read by the teacher or pre-recorded on the tape; Repeat what is heard; Answer questions according to what is heard; Produce responses based on given cues; Retell what is heard In CLT Students 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 skill In traditional pedagogy Purpose of reading: to learn language, namely vocabulary, grammar, etc. Reading skills: decoding, structural analyzing In CLT Purpose of reading: to extract meaning or Information. the learning of grammar and vocabulary is to facilitate such a process. Reading skills: different skills, such as skimming, scanning, etc., with different reading purpose. Main features of communicative activities The classification of communicative activities communicative purpose communicative desire content, not form The criteria of communicative classroom activities Communicative purpose: involving Ss in performing a real communicative purpose; being some kind of ‘information gap Communicative design: creating a desire to communicate; being felt a real need to communicate Content, not form: Ss must be concentrating on what they are saying, not how they say. Variety of language: involving Ss in using a variety of language; Ss feel free to improvise, using whatever resources they choose. No teacher intervention: being done by Ss working by themselves No materials control In listening and speaking, students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and reactive if ever possible.