交流语言教学教学课件电子教案全套课件.pptxVIP

Chapter 5 Communicative Language Teaching (CLT) (1980s—1990s)社会言語学／人間学的心理学／コミュニケーション／ * Applied Linguistics, the Council of Europe 1971, Notional Syllabuses (Wilkins 1976), Communicative competence (Hymes 1972),4 dimensions of communicative competence ( Canale and Swain 1980), Henry Widdowson, Littlewood, ,...etc. OriginEducators/linguists are dissatisfied with the audiolingual/grammar-translation methods—Students didn’t learn enough realistic, whole language, not know how to communicate using appropriate social language, gestures, or expressions—at a loss to communicate in the culture of the language studied.Interest in/development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom where students engaged in real communication became popular. BackgroundCLT began in Britain in the 1960s to replace the earlier structural method—Situational Language Teaching. Partly responsing to Chomskys criticisms of structural theories of language and partly based on the theories of British functional linguists—Firth and Halliday, and American sociolinguists—Hymes, Gumperz and Labov and Austin and Searle’s writing on speech acts.Situational Language Teaching: teaching language by practicing basic structures in meaningful situation-based activities. BackgroundIn mid-1960s, British applied linguists thought:1. no future to pursue the chimera of predicting language based on situational events. 2. linguists should study the language itself closely.3. utterance should carry meaning in themselves and express the meanings and speakers and writers should create meanings.Unlike Noam Chomsky demonstrating that the current standard structural theories couldn’t ? Backgroundexplain the fundamental characteristic of language—the functional and communicative potential of language, they emphasized the functional and communicative potential of language.?They maintained that language teaching focus on communicative proficiency rather than on mere mastery o