Unit 2.1 Communicative Principles and Task

这是一篇关于Unit 2.1 Communicative Principles and Task的思维导图，包含Principles of Communicative Language Teaching。

Communicative Principles and Task

• 1.Language use in real life vs. traditional pedagogy
  • 1.Dcommunicative functions (fluency)-forms linguistic) 2.all skills----individual skill 3.social context-isolated context
• 2.The differences between language used in real life and language taught in the classroom
  • Linguistic competence
    • knowledge of the language itself, its form and meaning/ spelling,pronunciation,vocabulary,word formation,grammatical structure;sentence structure,and semantics.
      • Implications: -Teachers need to help learners achieve accuracy in the grammatical forms of the language -pronounce the forms accurately -use stress,rhythm,and intonation to express meaning -build a range of vocabulary -learn the script and spelling rules -achieve accuracy in syntax and word formation
  • Pragmatic competence
    • the appropriate use of the language in social context/the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships/ to know when to speak when not,What to talk about with whom ,when, where and in what manner
      • Implications: -Teachers need to help learners learn the relationship between grammatical forms andfunctions -use stress and intonation to express attitude andemotion -learn the scale of formality -understand and use emotive tone -use the pragmatic rules of language -select language forms appropriate to topic,listener,or setting,etc.
  • Discourse competence
    • one's ability to create coherent written text or conversation and the ability to understand them one's ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse and also thereference words one's ability to initiate,develop,enter,interrupt.check.orconfirm in a conversation
      • Implications: -Teachers need to help learners take longer turns,use discourse makers and open and closeconversations -appreciate and be able to produce contextualisedwritten texts in a variety of genres -be able to use cohesive devices in reading andwriting texts -be able to cope with authentic texts
  • Strategic competence
    • similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.
      • Implications: -Teachers need to enable learners to take risks inusing the language -to use a range of communicative strategies -to learn the language needed to engage in someof these strategies,e.g.'What do you call a thingthat/person who...
  • Fluency
    • means one's ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation /Lexical phrases or chunks of language
      • Implications: -Teachers need to help learners deal with theinformation gap of real discourse -process language and respond appropriately with a degree of ease -be able to respond with reasonable speed in 'realtime'
• 3.Definition of communicative competence and its five components
  • 1.Have a clear purpose in reading.
  • (1) Communication principle: Activities that involve real communication promote learning. (2) Task principle: Activities in which language is used for carrying out meaningful tasks promote learning. (3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.
• 4.Principles of Communicative Language Teaching
  • Weak version: learners first acquire language as a structuralsystem and then learn how to use it in communication (overt teaching of language forms and functions)
  • Strong version: Language is acquired through communication. Learners discover the structural system in theprocess of communication.(experiences of using the language)
  • process of communication. (experiences of using the language)
  • 1.CLT refers to Communicative Language Teaching.It is one type of teachingmethod to cultivate communicative competence. 2.The goal of CLT is to make ss know the knowledge about the language andthe knowledge about how to use the language appropriately incommunicative situations.That's to say,CLT not only focus on the linguisticknowledge,but the functions of language such as advising,inviting,suggesting,etc.,which ss should learn how to use. 3. The principles of CLT are communication,task,and meaningfulnessprinciples. 4.There are two versions of CLT proposed by Howatt,weak and strongversion,to describe the ways of language learning. 5. In a word,we should try our best to make ss be exposed to the language asmuch as possible,so that we can cultivate their communicative competence.
• 5. CLT and the teaching of language skills
  • 1.words that one is able to recognize immediately（both sounds and meanings ） are often referred to as sight vocabulary.
  • 2. vocabulary is the main obstacle in learning to read
  • 3.slight vocabulary words that one is able to immediately recognize with both sounds and meanings without special effort from the brain.
    • reader: The best and easiest way to develop vocabulary is to read a great deal.Beginning readerssimply have to encounter repeatedly words they have just learned because only whenan individual word is met and understood again and again in different contexts can itbecome a part of the learner's sight vocabulary.'Familiarity breeds automaticity'(Dayand Bamford:1998:16).But remember,'you cannot develop reading skills with textsthat are loaded with unfamiliar words.'(Nuttall,2000:63)
    • teacher An important implication for the teaching of reading to ESL/EFL learners is that insteadof just using textbooks to teach the words and structures to the students,the teachershould try to introduce an extensive reading scheme whenever possible to encouragelearners to read more after class.However,the materials chosen must be at the right level:
  • 4.Through intensive and extensive reading Keeping a vocabulary notebook Using a dictionary Fluent reading depends on an adequate sight vocabulary, a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types.
• 6. Main features of communicative activities
  • Six criteria for evaluating activities
    • (1) Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.There must be some kind of ‘information gap"
    • (2) Communicative desire: The activity must create a desire to communicate in the students.
    • (3) Content, not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it.
    • (4)Variety of language: The activity must involve the students in using a variety of language, not just one specific language form. improvise
    • (5) No teacher intervention: The activity must be designed to be done by the students working by themselves rather than with the teacher.
    • (6) No materials control: The activity should not be designed to control what language the students should use.
  • Three models of teaching reading
    • Top-down model
      • Bottom-up model believes that one's backgroundknowledge plays a more important role than new words andnew structures in reading comprehensionA
      • In teaching reading,the teacher should teach thebackground knowledge first so that ss equipped with suchknowledge will able to guess meaning from the printed page