Transcript 投影片 1

Communicative
Language Teaching (CLT)
Background
 Also called ‘The Notional-Functional
Approach’(觀念/意念功能教學法）
 In 1960s, Situational Language Teaching(情
境式語言教學）was popular.
 Learners are able to socialise/ communicate
(溝通/交際）with social notions in social
situations.
 Emphasis shifts from language structures to
communicative functions.
Background (cont.)
 Most of the methods are for Ss to learn to
communicate in target language.
 In 1960’s, it has been questioned that Ss
couldn’t genuinely communicate outside of
the classroom properly.
 Being able to communicate required more
than mastering linguistic structures.
Background (cont.)
 Communication required Ss perform certain
functions within a social context. Linguistic
competence – rules of linguistic usage.
 Communicative competence – knowing when
and how to say what to whom.
 In late 1970’s and early 1980’s, linguistic
structure-centered approach shifted to
Communicative Approach.
 A communicative (or funtional/notional)
approach is organised on the basis of
communicative functions (e.g.aplogising,
describing, inviting, promising) that a given
learner of group of learners needs to know
and emphasises the ways in which particular
grammatical forms may be used to express
these functions appropriately (Canale &
Swain, 1980:1)
Theory
1965, Noam Chomsky- linguistic competence.
Learners are able to communicate with grammatically
correct sentences.
VS.
1972, Dell Hymes- communicative competence.
When communicative competence is acquired,
learners should acquire the knowledge and
competence in different situations.
Theory (cont.)
 Communicative competence:
 Dell Hymes (1972)
 1.possiblility 可能性
 2.feasibility
可行性
 3.appropriateness 適當性
 4.probability 現實性
Theory (cont.)
 Communicative Competence:
 Canale & Swain (1980)
 1. linguistic competence 語法能力
 2. sociolinguistic competence社會語言能力
 3. discourse competence話語能力
 4.strategic ceompetence策略能力
Theory (cont.)
 Three principles by Richards & Rodgers
(1986):
 The communication principle: activity design
with communicative purpose.
 The task principle: activity design with using
language to achieve meaningful task.
 The meaningfulness principle: activity design
should be meaningful to the learners.
Theory (cont.)
 Richards (1985)
 Communication is meaning-based.
 Communication is conventional.
 Communication is appropriate.
 Communication is interactional.
 Communication is structured.
Aims
 Communicative competence.
 Interdependence of language and
communication.
 Broadly apply the theoretical perspective of
the Communicative Approach.
Characteristics
 Done with a communicative intent.
 Use authentic materials.
Teacher/ students’ role
 Teacher- facilitator, advisor.
less dominant than teachercentered.
 Students- communicators.
actively engaged in negotiating
meaning (try to make themselves
understood and understand others)
Three features of communication
information gap- one person in an exchange
knows something the other person doesn’t.
choice – speaker has a choice of what
he/she will say and how to say it.
feedback- communication is purposeful.
Evaluate if purpose has been achieved by
feedback.
Three conditions for communication
 Have something to say.
 Have someone to say to.
 Have a genuine interest in the outcome of the
communication (involved, engaged).
Ways to stop Ss communicating
 Ask Qs to which you already know the answer.
 Reject Ans. If they’re not the ones you’d
thought of.
 Reject Ans. If they’re not the ones the
textbook demands.
 Respond to the form rather than the content.
 Initiate every piece of communication yourself.
 Pretend to understand when you haven’t.
 Fill the silences.