COMMUNICATIVEAPPROACH.docx
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COMMUNICATIVEAPPROACH.docx
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COMMUNICATIVEAPPROACH
TheCommunicativeApproach
Abstract
Languageisameansofcommunication.Althoughitisnottheonlyformofcommunicationamonghumanbeings,itiscertainlythemostimportant.Englishteachingistoteachthestudentshowtocommunicatewitheachother,totrainthestudents’goodandcompletelanguageability-------toexpresstheirideascorrectlyandtoeasilyadjustthemselvestoeverykindofsocialsituation.Englishteachingisacaseinpoint.ThispaperistodiscusssomeproblemsofpresentEnglishteachingapproach,tostatetheprinciplesandadvantagesofcommunicativeapproach,andtogivesomeadviceonhowtomaketheEnglishclassmorecommunicativeandimprovethestudents’abilityoflisteningandspeaking.
TheCommunicativeApproachisanapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.TeachingmaterialsusedwiththeCommunicativeapproachoftenteachthelanguageneededtoexpressandunderstanddifferentkindsoffunctions.TheapproachfollowsaNationalsyllabusandemphasizestheprocessesofcommunicationtogetinformation,andusinglanguageforsocialinteractionwithotherpeople.Thispaperpresentsananalyticalstudyofthethecommunicativeapproachatmanylevels.
Keywords:
background.Features,objectives,procedures,technique,theory,
Introduction
TheoriginsoftheCommunicativeLanguageTeachingaretobefoundinthechangesintheBritishlanguageteachingtraditiondatingfromthelate1960s.Inthelatesixties,thecurrentsituationalapproachwasquestioned.Britishappliedlinguisticsbegantoemphasizethefundamentaldimensionoflanguageteachingatthattime-thefunctionalandcommunicativepotentialoflanguage.ScholarslikeChristopherCandlinandHenryWiddowsondrewontheworkofBritishfunctionallinguisticssuchasJohnFirth,andHalliday,AmericanworkinsocioliguiticislikeDellHymesaswellasworkinphilosophyandargueforfocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures.
TheimpactfromtheEuropeanCommonMarketconstitutedanotherimpetusforcommunicativeapproach.TheincreasingindependenceofEuropeancountriesappealedforgreatereffortstoteachadultsthemajorlanguagesofthecommunity.ThecouncilofEuropesponsoredinternationalconferencesonlanguageteaching,publishedmonographsandbooksaboutlanguageteaching,andwasactiveinpromotingtheformationofInternationalAssociationofAppliedLinguistics.
In1971,agroupofexpertsbegantoinvestigatethepossibilityofdevelopinglanguagecoursesonaunit-creditsystem.Atthattime,Wilkins,aBritishlinguistproposedafunctionalorcommunicativesyllabusforlanguageteaching.Heattemptedtodemonstratethesystemsofmeaningthatlaybehindthecommunicativeusesoflanguage.Hedescribedtwotypesofmeanings,thenotionalcategoriesandcategoriesofcommunicativefunctions.HehadhisideaspublishedinNotionalSyllabus(Wilkins1976).
TheworkoftheCouncilofEurope;thewritingsofWilkins,Widdowson,Candlin,ChrisopherBrumfit,KeithJohnson;therapidapplicationoftheseideasbytextbookwriters;andtheequallyrapidacceptanceofthesenewprinciplesbyBritishlanguageteachingspecialists,curriculumdevelopmentcenters,andevengovernmentsgaveprominencenationallyandinternationallytowhatcametobereferredtoastheCommunicativeApproach,orsimplyCommunicativeLanguageTeaching.
1.FeaturesoftheCommunicativeApproach
⑴FivepointstocharacterizetheCommunicativeApproach:
①Emphasisonlearningtocommunicateinthetargetlanguage
②Theintroductionofauthentictextsintolearningsituations
③Focusnotonlyonlanguagebutalsoonthelearningprocessitself
④makinguseoflearner’sownpersonalexperiences
⑤Creatingrealcommunicationsituationsintheclassroom;linkingclassroomlanguagelearningwithlanguageactivationoutsidetheclassroomThemostobviouscharacteristicsoftheCommunicativeApproachisthatalmosteverythingthatisdonewithacommunicativeintent.Theteacherisconcernedwiththelearnersthemselves,theirfeelingsandideas.Theclassroomactivitiesarelearner-centeredbecauselearningismoreeffectivewhenthelearnersareactivelyinvolvedinthelearningprocess.
⑵Theroleoftheteacher:
①afacilitatorofstudents’learning
②amanagerofclassroomactivities
③anadvisorofstudents’questions
④aco-communicatorinthecommunicativeactivityInacommunicativeclassroom,theteacherisafacilitatorofherstudents’learning.Assuch,shehasmanyrolestofulfill.Sheisamangerofclassroomactivities.Duringtheactivities,sheactsasanadvisor,answeringstudents’questionsandmonitoringtheirperformance.Atothertimesshemightbea“co-communicator”—engaginginthecommunicativeactivityalongwiththestudents.
⑶Theroleofthelearner:
①anegotiator
②acommunicator
③acontributor
④anindependentlearner
Thelearner’sroleisthatofanegotiatorbetweentheself,theroleofjoint-negotiatorwiththegroupandwithintheclassroomproceduresandactivitieswhichgroupundertakes.Learnersare,aboveall,communicators.Theyareactivelyengagedinnegotiatingmeaning—intryingtomakethemselvesunderstood—evenwhentheirknowledgeofthetargetlanguageisincomplete.Theylearntocommunicatebycommunicating.Studentsareseenasmoreresponsiblecontributorsormangersoftheirownlearning,andtheyareindependentlearners.
⑷Featuresofcommunicativeactivities:
1informationgap
2choiceofformandcontent
3feedbackofanycommunicativeinformation
⑸Classroomenvironment:
①cooperationandempathy
②learner-centered
③toleranceoferrors
④workinginsmallgroups
2.Principlesofthecommunicativeapproach
Asfaraslearningtheoryisconcerned,neitherBrumfitandJohnsonnorLittlewood,forexample,offersanydiscussion.However,severalprinciplescanbegeneralizedasfollows
1.thecommunicativeprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
2.thetaskprinciple:
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning(Johnson1982).
3.themeaningfulnessprinciple:
Languagethatismeaningfultothelearnersupportsthelearningprocess.
3.Objectivesofthecommunicativeapproach
Theobjectiveofthecommunicativeapproachcanbesummarizedastodevelopcommunicativecompetenceanddevelopproceduresfortheteachingofthefourlanguageskillsthatacknowledgetheinterdependenceoflanguageandcommunication.AccordingtoCanaleandSwain(1980),therearefourdimensionofthecommunicativecompetence,namelygrammaticalcompetence(linguisticcompetenceaccordingtoChomsky);sociolinguisticcompetence—tounderstandthesocialcontextinwhichcommunicationtakesplace,includingrolerelationships,thesharedinformationoftheparticipants,andthecommunicativepurposeoftheirinteraction;discoursecompetence—theinterpretationofindividualmessageelementsintermsoftheirinterconnectednessandofhowmeaningisrepresentedinrelationshiptotheentirediscourseortext;andstrategiccompetence—thecopingstrategiesthatcommunicatorsemploytoinitiate,terminate,maintain,repair,andredirectcommunication.
Piepho(1981)discussesthefollowinglevelsofobjectivesinacommunicativeapproach:
1.anintegrativeandcontentlevel(languageasameansofexpression);
2.alinguisticandinstrumentallevel(languageasasemioticsystemandanobjectoflearning);
3.anaffectivelevelofinterpersonalrelationshipsandconduct(languageasameansofexpressingvaluesandjudgmentsaboutoneselfandothers);
4.alevelofindividuallearningneeds(remediallearningbasedonerroranalysis);
5.ageneraleducationallevelofextra-linguisticgoals(languagelearningwithintheschoolcurriculum)
InHyme’sview,apersonwhoacquirescommunicativecompetenceacquiresbothknowledgeandabilityforlanguageusewithrespectto
1.whether(andtowhatdegree)somethingisformallypossible;
2.whether(andtowhatdegree)somethingisfeasibleinvirtueofmeansofimplementationavailable;
3.whether(andtowhatdegree)somethingisappropriate(adequate,happy,successful)inrelationtoacontextinwhichitisusedandevaluated;
4.whether(andtowhatdegree)somethingisinfactdone,actuallyperformedandwhatitsdoingentails.
4.Analysisstrongandweakversionofcommunicativelanguageteaching
1.weakversion:
TheweakversionofcommunicativeapproachstressestheimportanceofprovidinglearnerswithopportunitiestousetheirEnglishforcommunicativepurposesandcharacteristicallyattempttointegratesuchactivitiesintoawiderprogramoflanguageteaching.Intheweakversion,onelearnstouseEnglish.
2.strongversion:
Thestrongversionofcommunicativeapproachadvancestheclaimthatlanguageisacquiredthroughcommunication,sothatitismerelyaquestionofactivatinganexistingbutinertknowledgeofthelanguage,butofstimulatingthedevelopmentofthelanguagesystemitself.Withinthisversion,oneusesEnglishtolearnit.
5.Analysisactivitieswithincommunicativeapproach
Therearemainlytwotypesofactivitiesapplicableincommunicativelessons.Oneisfunctionalcommunicativeactivitiesandsocialinteractionactivities.Taskssuchaslearnerscomparingsetsofpicturesandnotingsimilaritiesanddifferences,workingoutalikelysequenceofeventsinasetofpictures,discoveringmissingfeaturesinamaporpicture,onelearnercommunicatingbehindascreentoanotherlearnerandgivinginstructionsonhowtodrawapictureorshape,orhowtocompleteamap;followingdirectionsandsolvingp
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