TheUsageofCommunicativeApproachintheTeachingofRead.docx
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TheUsageofCommunicativeApproachintheTeachingofRead.docx
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TheUsageofCommunicativeApproachintheTeachingofRead
TheUsageofCommunicativeApproachintheTeachingofReading
I.Introduction
Languageteachingcameintoitsownasaprofessioninthelastcentury.Centraltothisprocesswastheemergenceoftheconceptofmethodsoflanguageteaching.Themethodconceptionoflanguageteaching--themotionofasystematicsetofteachingpracticesbasedonaparticulartheoryoflanguageandlanguagelearning--isapowerfulone,andthequestforbettermethodspreoccupiesteachersandappliedlinguiststhroughoutthe20thcentury.OneofthemostlastinglegaciesoftheDirectMethodhasbeenthenotionofmethoditself.
Englishteachingmethodologyisanindependentsubject,whichstudiestheforeignlanguageteachingtheoryandpracticalteaching.Itisalsoascienceaboutforeignlanguageteachingprocessandteachinglaws.LinguistsdoresearchonEnglishteachingmethodologyinordertoguideourEnglishteachingpractice.ButthedevelopedhistoryofEnglishteachingisverylong,andduringthatcourse,therearesomanylanguage-teachingschoolsappearing.Eachschoolhasitsownprinciples,opinions,advantagesanddisadvantages;meanwhile,thegeneratingoftheseschoolsownsitswaysandcharacteristics.Forexample,thereisTranslationMethod,DirectMethod,Audi-lingualMethod,Audi-VisualMethod(SituationalMethod),Cognitive-codeLearningTheory,CommunicativeLanguageTeaching,NaturalApproach,andsoon.Inmyopinion,althoughthehistoryofCLT(CommunicativeLanguageTeaching)isnotverylong,asanindependentteachingmethodsystem,manyaspectsofCLT(CommunicativeLanguageTeaching)areworthmakingfulluseofinforeignlanguageteachinginourcountry.
Themainmissionofforeignlanguageteachingistotrainthestudents’abilitytocommunicatewithpeoplewhohavedifferentculturalbackgroundbyapplyingfortargetlanguage.Foreignlanguageteachingaimsatpromotingandimprovingtheteachingandlearningoflanguages,thus,wecanimprovepeople’ssensitivitytocultureandpeople’abilityforcross-culturalcommunication.AndnowforeignlanguageteachinghasbeenplayingadominantroleinChina’sdevelopment,especiallyinthepresentglobalizationofChinesesocietyandeconomy.Becauseofthis,foreignlanguageteachingisbecomingmoreandmorepopularandimportant.
Furthermore,Englishreadinghasalwaysbeenconsideredoneofthemostimportantpartsofforeignlanguagelearning.Withoutreading,nothingcanbedoneinthedevelopmentofthecompetenceinlistening,speaking,writingandtranslating.Readingcourses,orrather,intensiveonesfillupalargecomponentofthecurricula.Obviously,studentsandteachersshouldpaygreatattentiontotheimportanceofreadingcourses.Andwhatisreading?
HowcanChinesestudentsachieveproficientreadingbyateacher'sdirection?
Howtoovercometheobstaclesexistingbetweenthetextwriterandthetextreadersandenablingthelattertobecomeeffectivereaders?
Alloftheseproblemsarebasedonthemethodsthattheteachersusetosolve.Therefore,thisarticlewilltalkabouthowtheCLT(CommunicativeLanguageTeaching)isusedfortheteachingofreading.
II.CommunicativeLanguageTeaching
A.TheBackgroundofCLT(CommunicativeLanguageTeaching)
TheoriginsofCommunicativeLanguageTeachingaretobefoundinthechangesintheBritishlanguageteachingtraditiondatingfromthelate1960s.Untilthen,SituationalLanguageTeachingrepresentedthemajorBritishapproachtoteachingEnglishasaforeignlanguage.InSituationalLanguageTeaching,languagewastaughtbypracticingbasicstructuresinmeaningfulsituation-basedactivities.
Britishappliedlinguistsemphasizedanotherfundamentaldimensionoflanguagethatwasinadequatelyaddressedincurrentapproachestolanguageteachingatthattime-thefunctionalandcommunicativepotentialoflanguage.Theysawtheneedtofocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures.
AnotherimpetusfordifferentapproachestoforeignlanguageteachingcamefromchangingeducationalrealitiesinEurope.WiththeincreasinginterdependenceofEuropeancountriescametheneedforgreatereffortstoteachadultsthemajorlanguagesoftheEuropeanCommonMarketandtheCouncilofEurope,aregionalorganizationforculturalandeducationalcooperation.EducationwasoneoftheCouncilofEurope'smajorareasofactivity.Itsponsoredinternationalconferencesonlanguageteaching,publishedmonographsandbooksaboutlanguageteaching.Theneedtoarticulateanddevelopalternativemethodsoflanguageteachingwasconsideredahighpriority.
In1971agroupofexpertsbegantoinvestigatethepossibilityofdevelopinglanguagecoursesonaunit-creditsystem,asysteminwhichlearningtasksarebrokendowninto"portionsorunits,eachofwhichcorrespondstoacomponentofalearner'sneedsandissystematicallyrelatedtoalltheotherportions"(VanEkJ.AandAlexanderL.G.65).ThegroupusedstudiesoftheneedsofEuropeanlanguagelearners,andinparticularapreliminarydocumentpreparedbyaBritishlinguis,whichproposedafunctionalorcommunicativedefinitionoflanguagethatcouldserveasabasisfordevelopingcommunicativesyllabusesforlanguageteaching.Wilkins'scontributionwasananalysisofthecommunicativemeaningsthatalanguagelearnerneedstounderstandandexpress.Ratherthandescribethecoreoflanguagethroughtraditionalconceptsofgrammarandvocabulary,Wilkinsattemptedtodemonstratethesystemsofmeaningsthatlaybehindthecommunicativeusesoflanguage.
TheworkoftheCouncilofEurope;thewritingsofWilkins,Widdowson,Candlin,ChristopherBrumfit,KeithJohnson,andotherBritishappliedlinguistsonthetheoreticalbasisforacommunicativeorfunctionalapproachtolanguageteaching;therapidapplicationoftheseideasbytextbookwriters;andtheequallyrapidacceptanceofthesenewprinciplesbyBritishlanguageteachingspecialists,curriculumdevelopmentcenters,andevengovernmentsgaveprominencenationallyandinternationallytowhatcametobereferredtoastheCommunicativeApproach,orsimplyCommunicativeLanguageTeaching.AlthoughthemovementbeganasalargelyBritishinnovation,focusingonalternativeconceptionsofasyllabus,sincethemid-1970sthescopeofCommunicativeLanguageTeachinghasexpanded.BothAmericanandBritishproponentsnowseeitasanapproach(andnotamethod)thataimsto(a)makecommunicativecompetencethegoaloflanguageteachingand(b)developproceduresfortheteachingofthefourlanguageskillsthatacknowledgetheinterdependenceoflanguageandcommunication.
B.TheOriginofCLT(CommunicativeLanguageTeaching)
CommunicativeLanguageTeachingbeganinBritaininthe1960sasareplacementtotheearlierstructuralmethod,calledSituationalLanguageTeaching.ThiswaspartlyinresponsetoChomsky’scriticismsofstructuraltheoriesoflanguageandpartlybasedonthetheoriesofBritishfunctionallinguistics,suchasFirthandHalliday,aswellasAmericansociolinguists,suchasHymes,GumperzandLabovandthewritingsofAustinandSearleonspeechacts.
TheCommunicativeLanguageTeachingcouldbesaidtobetheproductofeducatorsandlinguistswhohadgrowndissatisfiedwiththeAudilingualandgrammar-translationmethodsofforeignlanguageinstruction.Theyfeltthatstudentswerenotlearningenoughrealistic,wholelanguage.Theydidnotknowhowtocommunicateusingappropriatesociallanguage,gestures,orexpressions;inbrief,theywereatalosstocommunicateinthecultureofthelanguagestudied.Interestinanddevelopmentofcommunicative-styleteachingmushroomedinthe1970s;authenticlanguageuseandclassroomexchangeswherestudentsengagedinrealcommunicationwithoneanotherbecamequitepopular.Intheinterveningyears,thecommunicativeapproachhasbeenadoptedtotheelementaryandsecondaryschoolsinforeignlanguageteaching.
TheemergenceofCLT(CommunicativeLanguageTeaching)istheresultofdevelopmentofsociolinguisticsandpsycholinguistics.ItisalsotheresearchresultofTransformational-GenerativeGrammarSchool.Inotherwords,theresearchofsociolinguistics,psycholinguisticsandTransformational-GenerativeGrammarlaysatheoreticalfoundationfortheCLT(CommunicativeLanguageTeaching).
Psycholinguistsholdtheideathatanycommunicativeactivityincludestwoaspects:
oneisthethoughtyouwanttoexpress,thatistosay,thecontenttoshowyourcommunicativegoals;theotherishowtoexpressyourthoughtbyusinglanguage,thatistosay,inwhatwayyouwanttoexpressyourthought.Ingeneral,theformeriscallednotion,thelatteriscalledtheexpressionofnotion.Theconcept—notion—belongsinthefieldofthinkingcategory.Thinkingcanbedividedintoonlyasmallnumberofnotioncategories,andeverynotioncategoryhasseveralnotionitems,suchasexistornot,presentorabsent,locationordistance,motionalorstatic,andsoon.
Sociolinguiststhinkthatthesocialfunctionofthelanguageistoserveforcommunicativeactivityinsocietyasacommunicativetool.Servingforsocialcommunicativeactivityistheessentialfunctionoflanguage.Thesocialfunctionoflanguagemeanslanguagebehavior,thatistosay,toexpressthoughtsinlanguage.Therearemanylanguagefunctionitems,suchastoshowinquiry,request,invitation,introduction,preciseornot,correctorwrong,acceptorrefuse,gratitudeorapology,andsoon.
ThegenerationofCLT(CommunicativeLanguageTeaching)istomeettheneedsofcontemporarysocialpolitics,economyandculturalexchange,especiallythebadlyneedofforeignlanguagetalents(orpeoplewhoaregoodatforeign
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