Unit 2 Communicative Principles & TBLT,Objectives: a. to know about the CLT approach. b. to know the definition of communicative competence. c. To know how to evaluate communicative classroom activities d. to understand Task-based Language Teaching,二语和外语 著名语言学家Stern在1993年出版的Issues and Options in Language Teaching一书中是这样说的：Second language refers to “a non-native language learnt and used within one country”, such as English learnt and used in British colonies; whereas foreign language is a “non-native language learnt and used with reference to a speech community outside national and territorial boundaries” like English learnt and used in China.（二语是指这样一种语言在使用该语言的国家里，作为非母语学习和使用这种语言，如:在英国前殖民地学习和使用的英语；而外语是指这样一种语言在使用该语言的国家及其属地的领域之外，作为非母语学习和使用的一种语言，如:在中国学习和使用的英语。）,Question:,Why is CLT highly promoted in FLT?,In real life: The traditional FLT: The consequence:,the functions and forms Language skills The way to use or teach language,Q1: What are the differences between language used in real life and language taught in the traditional FLT ? Q2: What is the final goal of FLT? And how to achieve it? (P.14-15),Questions,In terms of functions and forms,In real life:,Language is used to perform certain communicative functions.,The traditional FLT:,focuses on forms rather than on functions.,The consequence:,The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations.,In terms of language skills,In real life:,We use all skills, including the receptive skills and the productive skills.,The traditional FLT:,tends to focus on one or two language skills and ignore the others.,The consequence:,The learners cannot use the language in an integrated way.,The students are puzzled about how to use the language in a particular context.,In terms of the way to use /teach language,In real life:,Language is always used in a certain context.,The traditional FLT:,tends to isolate language from its context. e.g. the passive voice,The consequence:,The final goal of FLT : to enable the learners to use the foreign language in work or life. we should teach: that part of the language that will be used; in the way that is used in the real world.,The language we teach in traditional FLT is not what we use in real-life communication.,Conclusions,Communicative Language Teaching (CLT): a possible solution,The goal of CLT is to develop students communicative competence.,2.2. What is communicative competence?,Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative Competence includes knowledge of what to say, when , how, where and to say,Five main components of communicative competence,Hedge (2000: 46-55) discusses five main components of communicative competence: -linguistic competence -pragmatic competence -discourse competence -strategic competence - fluency (PP17-19),1.linguistic competence语言能力是指理解语言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是交际能力的基石，一个不可缺少的组成部份。 2.pragmatic competence语用能力是指学习者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。用 Hymes 的话说就是知道 “何时说，何时不说，和谁，什么时间，什么地点，以什么方式说些什么” 。,3.discourse competence 篇章能力是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称话语能力。 4.strategic competence策略能力是指如何在一个真实的交际情景下保持交际渠道通畅的能力。它包括以下三个方面：1) 在口语和书面语冒险一试的能力；2)使用具体交际策略的能力；3)习得具体交际策略中的常用语言形式。 5. fluency 语言流畅:语言流畅是指自如地把言语单元有效连结起来的能力。流畅涉及语言的输出，多指口语的输出。流畅包括三个方面：1）语义流畅，2）词汇，句法流畅，3）发音流畅。,According to Hymes (1979), communicative competence includes four aspects: (p. 19),knowing whether or not something is formally possible (grammaticality: grammatically acceptable); 知道形式上是否可能 knowing whether something is understandable to human beings (feasibility);知道是否可行 knowing whether something is in line with social norms (appropriateness in a social context);知道是否得体 knowing whether or not something is in fact done (what the language performance entails).知道实施的条件,2.3 Implications for teaching & learning,2.4 Principles for CLT,Three principles suggested by Richards and Rodgers(1986:72) 1)Communication principle: Activities that involve real communication promote learning. (e.g. ask/offer help in railway stations) 2)Task principle: Activities in which language is used for carrying out meaningful task promote learning. (e.g. making out class rules) 3)Meaningfulness principle: Language that is meaningful to learner supports the learning process. (e.g. words of animals) 教学原则为指导教学工作的基本准则。1990年教育大辞典,Howatt（ 1984）指出，交际教学法流派中可分出“温和派”和“激进派”两种： “温和派”强调向学习者提供使用英语进行交际的机会的重要性。将这类交际活动置于更大范围的语言教学中，可以称作“学用英语”（Learning to use English），成为近年来交际教学法的主流。 “激进派”声称语言是通过交际习得的，因此这并不是一个激活已有的知识的问题，而是一个促进掌握语言系统本身的问题。可称作“用英语学英语”（using English to learn it）。,a weak and a strong version of CLT,Littlewoods classic book,Littlewood(1981). Communicative Language Teaching. 外研社, 2000,1.功能互动活动(Functional communicative activities) e.g.: 比较不同图画的异同、推断图画中事件发生的可能顺序、发现地图或图画中的缺失部分等等之类的活动 2.社会交往活动(Social Interaction activities)