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Communicative Language Teaching

Language Processing and Production (语言理解和表达)

1.The knowledge involved in language processing

In conclusion, when trying to work out the meaning of a piece of language or trying to express your own meaning, you need to use all the three types of knowledge: the knowledge of language(语言知识----语法、词汇、句子), discourse knowledge（语篇知识）, and background knowledge（背景知识）.

语篇教学: 如：----Your phone!

----I’m having a bath.

可以说，语篇教学是对一个词，一个句，一段话的言外之意、相关文化、相关背景的一种学习。

Differences Between Oral and Written Communication

(1) Spoken language is simpler than written language.

(2) Spoken language has the lighter lexical density. Lexical density refers to the number of content words per clause.

(3) Written language tends to use nouns instead of verbs

(4) Writing is context independent, whereas speech is more closely tied to its context.

Some features of spoken language:

^ contraction (缩写)

^ hesitation (停顿)

^ filler ?

^ repetition

^ self-correction

^ restarted utterance(重新表达)

^ demonstrative words (指示词this one, over there, near the door)

Definition to Communicative Language Teaching

1)Classroom goals are focused on all of the components of communicative competence(form

/function /appropriation) and not restricted to grammatical and linguistic competence.

2)Form is not the primary framework(syllabus教学大纲) for organizing and sequencing lessons. Function（使用）is the framework through which forms are taught.

3)Accuracy is secondary to conveying a message. Fluency may take on more importance

than accuracy. The ultimate criterion for communicative success is the actual transmission and

receiving of intended meaning.

4)In the communicative classroom, students ultimately have to use the language productively(speaking and writing) and receptively(reading and listening) in unrehearsed contexts.

交际语言教学（Communicative Language Teaching，即CLT）形成与70年代末、80年代初。经过近20年的发展以逐渐发展成为一种为世界语言教学界所普遍认同的教学思想、教学方向。它的理论主要来自社会语言学、心理语言学和乔姆斯基的转换生成法。其核心是教语言应当教学生怎样使用语言，用语言达到交际的目的，而不是把教会学生一套语法规则和零碎的词语用法作为语言教学的最终目标。我国的英语教学新大纲和新教材都充分体现了交际语言教学思想。

Nature of Communicative Activities :有没有信息的转换

1. Students must have a desire to communicate.

The English Language Curriculum (英语课程标准)

一、对英语教学目标的重新认识

语言知识：forms/linguistic competence (单词、句子、语法)

语言技能：listening/speaking/reading/writing

情感态度：attitude/confidence

学习策略/方法

文化意识

二、强调学生语言运用能力的培养

1）语言学习应成为语言实践的过程

2）英语课堂为学生提供体验

3）鼓励学生用实际生活进行语言学习

4）大量实践形成语感

三、练习与任务型的课堂教学

练习：是否掌握语言形式

任务：是否成功完成任务（real-life task）

四、对学生学习评价的多样化

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Communi cative Lan guage Teach ing Language Processing and Production （语言理解和表达） 1. The knowledge involved in Ianguage processing In conclusion, when trying to work out the meaning of a piece of Ianguage or trying to express your own meaning, you n eed to use all the three types of kno wledge: the kno wledge of language（语言知识----语法、词汇、句子）,discourse knowledge （语篇知识），and background knowledge （背景知识）. 语篇教学：女口：----Your phone! ——I'm havi ng a bath. 可以说，语篇教学是对一个词，一个句，一段话的言外之意、相关文化、相关背景的一种 学习。 , ______________________________________________ ) Differe nces Betwee n Oral and Writte n Communi cati on （1）Spoke n Ian guage is simpler tha n writte n Ian guage. （2）Spoke n Ian guage has the lighter lexical den sity. Lexical den sity refers to the nu mber of content words per clause. （3）Writte n Ian guage tends to use nouns in stead of verbs （4）Writi ng is con text in depe ndent, whereas speech is more closely tied to its con text. Some features of spoke n Ian guage: A con tractio n （缩写） A hesitatio n （停顿） A filler ? repetiti on self-correcti on restarted utterance（重新表达） demon strative words （指示词this one, over there, n ear the door） Defin iti on to Communi cative Lan guage Teach ing 1） Classroom goals are focused on all of the components of communicative competence（ form /fun cti on /appropriati on） and not restricted to grammatical and lin guistic compete nee. 2） Form is not the primary framework（syllabus 教学大纟冈）for organizing and sequencing lessons.

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