英语教学 词汇教学VS交际教学法

英语教学 词汇教学VS交际教学法，一张图带你完全了解相关内容，通过思维导图帮你提高效率，赶紧来试一试吧~

The Lexical Aproach V.S. Communicative Language Teaching

• Background
  • The Lexical Approach
    • A lexical approach in language teaching refers to one derived from the, belief that the building blocks of language learning and communication are not grammar, functions, notions, or some other unit of planning and teaching but lexis, that is, wordsand word combinations.
    • The role of lexical units has been stressed in both first and second language acquisition research.
  • The Communicative Language Teaching
    • The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s.
• Approach
  • The Lexical Approach
    • Theory of language and learning
      • The lexical view holds that only a minority of spoken sentences are entirely novel creations and that multiword units functioning as“chunks”or memorized patterns form a high proportion of the fluent stretches of speech heard in everyday conversation (Pawley and Syder 1983).
      • The role of collocation is also important in lexically based theories of language.
  • The Communicative Language Teaching
    • Theory of language
      • The Communicative Approach in language teaching starts from a theory of language as communication.
      • Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech comrmunity.
    • Theory of learning
      • Krashen and other second language acquisition theorists typically stress that language learning comes about through using language communicatively, rather than through practicing language skills.
      • Johnson (1984) and Littlewood (1984) consider an alternative learning theory that they also see as compatible with CLT - a skillearning model of learning.
• Design
  • Objectives
    • The Lexical Approach: Students are required to master the basic knowledge and theory of English lexicology, so as to learn English vocabulary more scientifically, use the basic knowledge and theory learned in lexicology to analyze and understand English vocabulary, and use English vocabulary correctly.
    • The Communicative Language Teaching: 1. an integrative and content level (language as a means of expression) 2. a linguistic and instrumental level (language as a semiotic system and an object of learning) 3. an affective level of interpersonal relationships and conduct (language as a means of expressing values and judgments about oneself and others) 4. a level of individual learning needs (remedial learning based on error analysis) 5. a general educational level of extra-linguistic goals (language learning within the school curriculum)
  • The syllabus
    • The Lexical Approach
      • The rationale and design for lexically based language teaching described in The Lexical Syllabus (Willis 1990) and the application of it in the Collins COBUILD English Course represent the most ambitious attempt to realize a syllabus and accompanying materialsbased on lexical rather than grammatical principles.
      • In one respect, this work resembled the earlier frequency-based analyses of vocabulary by West (1953) and Thorndike and Longe (1944). The difference in the COBUILD course was the attention to word patterns derived from the computer analysis.
    • The Communicative Language Teaching:
      • 1.An example of such a model that has been implemented nationally is the Malaysian communicational syllabus (English Language Syllabus in Malaysian Schools 1975) - a syllabus for the teaching of English at the upper secondary level in Malaysia.
      • 2. Others lean more toward the model proposed by Brumfit(1980)，which favors a grammatically based syllabus around which notions, functions, and communicational activities are grouped.
  • Learner roles
    • The Lexical Approach
      • Others propose that learners make use of computers to analyze text data previously collected or made available“free-form”on the Internet.
      • However, learners need training in how to use the concordancer effectively.
    • The Communicative Language Teaching:
      • The role of learner as negotiator - between the self, the learning process, and the object of learning - emerges from and interacts with the role of joint nego-tiator within the group and within the classroom procedures and activities which the group undertakes.
      • Communicator:There is no text, grammar rules are not presented, classroom arrangement is nonstandard, students are expected to interact primarily with each other rather than with the teacher, and correction of errors may be absent or infrequent.
      • Independent learner:There is no text, grammar rules are not presented, classroom arrangement is nonstandard, students are expected to interact primarily with each other rather than with the teacher.
  • Teacher roles
    • • The Lexical Approach
        • Lewis supports Krashen's Natural Approach procedures and suggests that teacher talk is a major source of learner input in demonstrating how lexical phrases are used for different functional purposes.
        • Willis proposes that teachers need to understand and manage a classroom methodology based on stages composed of Task, Planning, and Report. In general terms, Willis views the teacher's role as one of creating an environment in which learners can operate effectively and then helping learners manage their own learning. This requires that teachers“abandon the idea of the teacher as knower and concentrate instead on the idea of the learner as‘discoverer’”
    • The Communicative Language Teaching:
      • As an organizer of resources and as a resource himself.
      • A third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities.
      • As a guide within the classroom procedures and activities. . . .
      • Another role assumed by several CLT approaches is that of counselor, similar to the way this role is defined in Community Language Learning. In this role, the teacher-counselor is expected to exemplify an effective communicator seeking to maximize the meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.
      • Group process manager:CLT procedures often require teachers to acquire less teacher-centered classroom management skills. It is the teacher's responsibility to organize
  • Materials
    • The Lexical Approach:
      • Nation (1999) reviews a variety of criteria for classifying collocations and chunks and suggests approaches to instructional sequencing and treatment for different types of collocations. Nattinger and DeCarrico propose using a functional schema for organizing instruction.
      • Type 1 consists of complete course packages including texts, tapes, teacher's manuals, and so on, such as the Collins COBUILD English Course (Willis and Willis 1989).
      • Type 2 is represented by collections of vocabulary teaching activities such as those that appear in Lewis's Implementing the Lexical Approach (Lewis1997).
      • Type 3 consists of“printout”versions of computer corpora collections packaged in text format. Tribble and Jones (1990) include such materials with accompanying student exercises based on the corporaprintouts.
      • Type 4 materials are computer concordancing programs and attached data sets to allow students to set up and carry out their own analyses.
    • The Communicative Language Teaching
      • Text based materials There are numerous textbooks designed to direct and support Communicative Language Teaching. Morrow and Johnson's Communicate (1979), for example, has none of the usual dialogues, drills, or sentence patterns and uses visual cues......
      • Task based materials A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching classes.
      • Realia Many proponents of Communicative Language Teaching have advocated the use of“authentic,”“ from-life”materials in the classroom.
  • Procedure
    • The Lexical Approach
      • Woolard (2000) suggests that teachers should reexamine their course books for collocations, adding exercises that focus explicitly on lexical phrases. They should also develop activities that enable learners to discover collocations themselves, both in the classroom and in the language they encounter outside of the classroom.
      • Hill (2000) suggests that classroom procedures involve (a) teaching indi- vidual collocations, (b) making students aware of collocation, (c) extend- ing what students already know by adding knowledge of collocation restrictions to known vocabulary, and (d) storing collocations through encouraging students to keep a lexical notebook.
    • The Communicative Language Teaching
      • Finocchiaro and Brumfit offer a lesson outline for teaching the function“ making a suggestion” for learners in the beginning level of a secondary school program that suggests that CLT procedures are evolutionary rather than revolutionary.
      • The methodological procedures underlying these texts reflect a sequence of activities represented in Littlewood (1981: 86) as follows:
• Conclusion
  • The Lexical Approach
    • The status of lexis in language teaching has been considerably enhanced by developments in lexical and linguistic theory, by work in corpus analysis, and by recognition of the role of multiword units in language learning and communication.
    • It remains to be convincingly demonstrated how a lexically based theory of language and language learning can be applied at the levels of design and proce dure in language teaching, suggesting that it is still an idea in search of an approach and a methodology.
  • The Communicative Language Teaching
    • Principles include: - Learners learn a language through using it to communicate. - Authentic and meaningful communication should be the goal of class- room activities. - Fluency is an important dimension of communication. - Communication involves the integration of different language skills. -Learning is a process of creative construction and involves trial and error.
    • Johnson and Johnson (1998) identify five core characteristics that un- derlie current applications of communicative methodology: 1. Appropriateness 2. Message focus 3. Psycholinguistic processing 4. Risk taking 5. Free practice
    • Today, Communicative Language Teaching thus continues in its classic”form, as is seen in the huge range of course books and other teaching resources based on the principles of CLT. In addition, it has influenced many other language teaching approaches and methods that subscribe to a similar philosophy of language teaching.