交际教学法

交际教学法
交际教学法

The Application of Communicative Language Teaching in the New English Curriculum Standards

Abstract: In this paper, the author talk about foreign language teaching, including the English language teaching in China, has been tremendously changed. The traditional English teaching method has many defects due to the influence of examination-oriented teaching. A new view has been widely accepted that to learn a language is to learn how to use it for communication. Then the author introduces CLT (Communicative Language Teaching) teaching model.

Key word: the new curriculum standard; English teaching; communicative teaching method

摘要:科技的发展带动知识经济的繁荣。经济全球化发展的趋势是各国的交流愈加频繁。外国语言教学,包括中国语言教学已得到大大的改变。目前,中国传统的英语教育深受应试教育的影响,存在诸多弊端。本文在分析传统英语教学不足的基础上,结合新的教学理念,分析英语教学因素和环节,对交际教学法提出了自己的观点,对目前的中学英语教学改革有一定参考作用。

关键词:新课程标准;英语教学;交际教学法

1. Introduction

In this paper, the author discusses the advantages of the traditional teaching method, simple teaching forms, outlining goal and contents, the ignorance of the practical ability, disharmonious circumstance, and the neglect of initiative. Then the author introduces CLT (Communicative Language Teaching) teaching model. Then. an emphasis on learning to communicate through interaction of the target language; the introduction of authentic text into the learning situation; the provision of opportunities for learner?s personal experiences on classroom learning; and an attempt to link classroom language learning with language activation outside the classroom. At the same time the author introduces ftp basic principles: the interactive principle, authenticity principle of the language material, force on the benefits of learner?s personal experience to study, and the designs of CLT. It includes introduction,

teaching activities and homework.

2. Disadvantages of Traditional Teaching Method

The traditional England teaching deeply affected by examination education has many disadvantages, which are far from the needs of today?s society, such as stale education concept, enfold subject construction, backward teaching content, monotonous teaching method, and so on. We are in an era knowledge explosion. From the angle of traditional teaching, we can acquire useful experiences and improve our modern education.

2.1 Simple Teaching Forms

Traditional pedagogy played an easy form about students learning. Teachers are basis of this pay little attention to the other feathers of learner, what they focus on only is marks. Modern scientific research has proved that nature provides human meetings with almost similarly basic material and the human brain has enormous potential. Einstein, one of the greatest scientists in the world, had even said that only 6% of cerebral potential was exploited. So, every one has the ability to know the world. Teachers need offer easy situation for them. As a matter of fact, intellect factors not only include the capacity of achieving good marks but also the ability of language, vogue space, music, body movement and self-reorganization. Different students have their own advantages and disadvantages. The teacher need understand and pay attention to the differences. They need encourage them to keep and promote differences.

Traditionally, people think that weather a person is intelligent is the only factor, which determines one?s level of learning ability. Yearning process demands not only the active participation of people?s cognitive activities but also that of people?s mental activities. The teaching process is not the process of collision of thoughts ftp also the process of communication of emotion .Such non-intellect factors as interest, motivation, emotion, attitude and volition will play an indispensable role in learning. Intellect factors are the basis while non-intellect factor is the motility.

2.2 Outlining Goal &Contents

The traditional education affected by the examination education had very monotonous forms and its contents quite limited just for passing exams. If something is very useful but useless for the exams, the teacher will not teach it. In modern times, it is natural that teaching materials need include the developments of knowledge and science. Though our textbooks are still the important source of learning, but it is no more the only source. Students can acquire knowledge from other ways, such as radio, newspaper, TV, Internet, etc., so are the teachers. For instance, by using Internet each learner can open their eyes and acquire background knowledge about the content in the textbook, which can help them understand the materials. Besides, different kinds of forms can make our teaching process vivid and interesting.

Traditional teaching emphasizes the evaluation of intellect factors and learning results, but neglect non-intellect factors and learning process. The purpose of traditional evolution is more for judgment than for motivation of the advance of learning. So when students make progress, no matter how little it is, teachers need praise them timely and appropriately, which can help them build up confidence and give them the sense of achievement.

2.3 Ignorance the Practical Ability

In traditional teaching, the training of basic knowledge and skills in much emphasized while the cultivation of practical ability is seldom concerned. Only on the condition that the knowledge is asked to practice, can its authentic value show .Generally speaking, something we hear or see can be forgotten easily while something we get a deeper impression and understanding from our experience can not be forgotten easily. For learning knowledge effectively, we need provide students with more practical opportunities and advocate that students do everything they can do and solve problems that they can cope with through their rendezvous so as to make knowledge changed into their own. Respect the experience that belongs to the students themselves and lead them to step into the realistic world.

2.4 Disharmonious Learning Circumstance

Good class circumstance is based on the harmonious relationship between teacher and students. The teacher who do not respect students?discrepancy of character and unequally treat them will make students close their mouth during the class, cut their initiative, and make all of them …one-face? after class ,so as to form an interactive state and improve learning deficiency. Only by this can students?awareness of active participation and their creativity are fully exerted.

2.5 Neglecting the Initiatives

In traditional class, the teacher usually is the dominator of class. The only thing students need to do is to listen to every word carefully .However, English class is not centered by the student or the teacher, but by the learning itself. Most of class hours need to be given to learn and explore knowledge by students themselves under teachers? effective instructions.

According to the reasons above, students are good at memorizing what they have learned from their textbooks or teachers, but they are not in the habit of forming and expressing their own ideas. Their role in the process of learning is more or less a passive one. The reason is that our education pays more attention to feeding the students with knowledge than to fastening their ability to learn by themselves and think or express independently. It often leads to mechanical and passive learning. The traditional teaching is …teaching students in the same way without discrimination? but taking no particular consideration of their different interest and capacities.

3. Analysis on CTL Teaching Model

For our traditional English teaching method there are so many phenomena which unchain the advancement of Chain?s education, it is inevitable to set up a new model. Traditional English teaching, which is influenced by structural view, regards language as a system of grammatical structures. So traditional English class is actually the class of English grammar, and students are asked to do nothing but solve various problems on grammar. Because of that, education reforms have taken place from the seventies

or the eighties in China. The communicative language teaching (CLT) is the first step for changing, which begins to notice and maintain the realistic usage of language. And the task-based teaching, which is the new form of CLT, is popular in education area now. CLT can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. .

3.1 Communicative Language Teaching (CLT)

In modern teaching method, we need teach the part of the language that can be used in the real world and we need teach language in the way that is used in the real world. With the development of communicative theory, the communicative language teaching has become fashionable term to cover a variety of development in syllabus design and in the mythology of foreign language teaching. The goal of CLT is to develop students?communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in real situations. CLT has the following characteristics (Wang kiang & Cheng Xiaotang, 2000: 16)

* It underlines that students need be given opportunities for right and creative usage of the language.

* It pays more attention to meaning that form.

* It suggests that learning is suitable for the need of students.

* It supports task-based language teaching in the classroom.

* It maintains that learners need acquire not only linguistic knowledge but also the culture of the language.

3.2 Two Versions of CLT

There are two kinds of versions about the communicative approach; they are …strong?version and …weak?version. The …weak?one stresses the importance of providing learners with opportunities to use English for communicative purpose .And it attempts to combine such activities into a wider programmer of language teaching. In order to avoid the accuracy that communicative activities are merely side-show;

they try the best to make the activities relative to the purposes of the course which are demanded in the syllabus. On the other hand, the …strong?claims that language is acquired through communication, so that it is not only a question of activating an existing but inert knowledge of the language, but also of exciting the development of the language system itself. If the former could be described as …learning to use?English, the latter could be described as …using English to learn it?.

According to the …weak?view, learners must not only learn English, but also learn how to use it. There is an unstated assumption that the learners already know English in some sense, and that it is teachers? duty to ensure that this …knowledge? is usefully employed for communicational purpose. In other words, the basis aim of a language-teaching course is to promote communicative performance. However, the …strong?view maintains that the knowledge of the second language is the result of communicative activity. Learners must use their communicative capacities to learn the new language or to use the original term in its original sense, they must develop their competence.

In reality, there is no doubt that both versions are developing at the seam time. Nevertheless, the practical implications of the contrast between a performance view and a competence view are serious and far-teaching.

4. Communicative Teaching Design & Its Advantages

As a kind of pattern, how to implement teaching is the most key problem. The task-based teaching model in the theory interface has no conviction. This is a kind of teaching route, it is the most important to implement in application. The task-based teaching model has used and improved the disadvantages of 3p teaching model, and simultaneously it is the new development of communicative language teaching. Now, we will discuss and verify the superiority of the task-based teaching model by some examples.

4.1 Teaching Design of CLT

At the beginning of a class, the teacher sends the teaching materials to students,

the front of which is one comment in the recent newspaper?s sports column. The comment is about which country can win the world cup. The teacher lets students read this comment, and link all of the reporter?s prediction .Subsequently, the students read these sentences, and the teacher writes them on the blackboard. Next, teacher and students discuss the projected sentence to find a perspective; which country has most possibility to win, and which country has the least possibility to win.

(English sentences: Malaysia is very likely to win the World Cup this year.

Italy can win if they play as well as they have lately.

Czechoslovakia probably won?t be a contender.

England is may have an outside chance. )

And then the teacher lets students consider, that if there is any other way to express the equal prediction.

(Example: Malaysia is almost certain to win the World Cup.

It is possible that Italy will win the World Cup.

Maybe there is little chance for Czechoslovakia to win.

England is almost lost in the event.)

The teacher leads students to express and evaluate these sentences. Then, the teacher lets students read the back of the materials, which is the same comment but the orders of the sentences are upset. The teacher asks the students to compare their results with the original text and adjust results to the original.

Teaching Activities

The first game is “Guess what is possible”. Divide the whole class into some groups with 5 students in a group .Every group has 9 cards as a set. There are different sport apparatus on the back of different cards. Teacher writes down the names of apparatus on the blackboard .And the last card is put among students with its face downward. The students will attend to after class .He is guessing according to the apparatus names on the blackboard, until he gets the same answer with the downward card. Otherwise the other students will tell him that: “It?s impossible.”

Secondly, let the students foretell whether the following events would take place. The teacher allows the language mistakes which students which students

sometimes present.

* A woman will be elected the Chinese president in 2008.

* By 2050, people are all right to be frequent to take a trip to space.

* By 2100, people may live on the moon.

After discussion, the last activity begins: Role-playing .There are 4 students in each group. Assuming that they are the employees of the same company, and a person among them is the boss. The company will be an-next, they are discussing the difficulties after the merger. During the discussion course, Teacher need remind students of choosing the suitable ways of expression according to their different roles.

Homework

The teacher requires students to watch the sport reports in the evening ,and asks them to make their own understanding about the prediction on the programmer .And also the students need explain the reasons for their understanding and then give their opinions classmates next time.

5. Conclusion

In this paper, the author discusses the English teaching method and pays more attention to the improving methods, communicative language teaching, and analyses the features of it, and at the same time shows some lesson designs.

Firstly, the author discusses the advantages of the traditional teaching method: simple teaching forms, outdating goal and contents, the ignorance of the practical ability, disharmonious learning circumstance, and the neglect of initiative, and simultaneously demonstrates every disadvantage in detail. Then the author introduces CLT (Communicative Language Teaching) and the task-based teaching model, and explains their features, versions and principles respectively. CLT underlines that students need be given opportunities for right and creative usages of the language; pays more attention to meaning than form; and maintains that learner need acquire not only linguistic knowledge but also the culture of the language. CLT also contains two versions, the‘strong’version and the ‘weak’version. Then about the task-based teaching model, the author presents its several features: an emphasis on learning to

communicate through interaction of the target language.

The provision of opportunities for learner's personal experiences is on classroom learning; and an attempt to link classroom language learning with language activation outside the classroom. At the same time the author introduces its basic principles: the interactive principle, authenticity principle of the language material, course principle, force on the benefits of learners' personal experience to study, and the relevance principle of language learning and language use in class. At last, the author introduces the designs of CLT . The first includes introduction, teaching activities and homework. On the conclusion of it, the author generalizes their advantages.

Nowadays the development of education is more concerned with the students' roles in the class, and asks the teacher to give students more opportunities to use the language what they have learned. The new teaching method takes particular their different interests and capacities into consideration. All of that conform of the demands of today's country.

Thus, to be a good teacher in China today, one need focuses on the development of teaching method and makes full use of the achievements to improve teaching level. Wishing this paper can be helpful to English teaching in China.

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交际教学法初探 一、交际教学法实践的理论依据 我国著名外语教学法专家王才仁指出:教学的实质是交际,是师生之间、学生之间的思想感情和信息的交流,师生是平等、合作、互动的关系。 维戈斯基认为,学生的语言能力可分为两个层次,一个是学生独立工作时具有实际能力;另一个是在和别人一道工作时,在旁人协助的情况下所能达到的、比实际能力高一级的程度。合作学习小组使学生有充分的机会,随时获得教师和同学的协助。所以,教师的一切活动都在于帮助学生进行更好的自主学习,其表现方式则是师生之间、学生之间大量的对应活动,这是培养学生运用目的语进行交际能力的动力和途径。 章兼中教授在其专著《外语教育学》中指出:课堂教学中师生交往的形式是多种多样的,但学生之间和小组之间的交往尤为重要,更主要的是学生之间的交往。这是因为,同一班级的学生具有共同的年龄特征、知识水平、学习经验和思想情感因素,易于相互传递和接受信息,易于激励学生的参与意识,实现课堂教学的交际化,增加用外语交往的机会,从而加速促进学生运用外语进行交际的进程。 交际法的理论依据尚未定型,其现存的依据在于:学习

外语不仅仅是为了掌握结构形式,重要的是为了培养能力,这包含了两个既存在联系而又不同的观点。前者来自乔姆斯奎的语言能力说,后者来自海姆斯的理论,他认为语言学的对象应该是语言能力,语法就是对语言能力的描写。这种理论使语言学习对象由形式转向了内容。海姆斯在1971年发表的《论交际能力》被认为是交际法的直接现象依据,补充了乔氏的语言能力说的不足,并认为交际能力包括四个社会文化因素: 1、语法的正确性; 2、语言的可行性,指有些话语语法虽然正确,但人们却不那样说。如walk on foot; 3、语言的得体性,这是指语言应适合于对话双方的社会地位、身份、性别、心理等因素; 4、语言的可接受性,指语言适合于环境。 以相互作用为原则和交际任务为目标的教学能够极大的激活语言习得机制,它要求课堂教学提供出让学生开口说话及相互交流和探讨思想的环境,要以学生为中心,使学生主动参与及师生通力合作。综上所述,在外语教学中,只传授系统语法知识是不够的,应将交际能力定为主要目标之一。 二、交际式教学法与结构传统式教学法比较 在教学顺序上,结构教学法是:介绍新项目→操练→结

交际教学法

ERIC Identifier: ED357642 Publication Date: 1993-06-00 Author: Galloway, Ann Source: ERIC Clearinghouse on Languages and Linguistics Washington DC. Communicative Language Teaching: An Introduction and Sample Activities. ERIC Digest. This digest will take a look at the communicative approach to the teaching of foreign languages. It is intended as an introduction to the communicative approach for teachers and teachers-in-training who want to provide opportunities in the classroom for their students to engage in real-life communication in the target language. Questions to be dealt with include what the communicative approach is, where it came from, and how teachers' and students' roles differ from the roles they play in other teaching approaches. Examples of exercises that can be used with a communicative approach are described, and sources of appropriate materials are provided. WHERE DOES COMMUNICA TIVE LANGUAGE TEACHING COME FROM? Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching. WHA T IS COMMUNICA TIVE LANGUAGE TEACHING? Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. Margie S. Berns, an expert in the field of communicative language teaching, writes in explaining

交际教学法和任务型语言教学法的相同点和不同点

2013级英语1班李雪201313001059 一交际教学法和任务型语言教学法的相同点和不同点? 不同点: 1.定义方面:交际法是一种将语言交际能力作为语言教学的目标并承认语言与交际的相互依赖关系是培养学生四项语言基本技能的语言教学法。而任务型语言教学法是一种基于任务或以任务为基础的语言教学途径,它是交际法的延续。 2.理论基础方面:交际法的理论主要来自社会语言学、心理学和乔姆斯基的转换生成语法。任务型语言教学法包括互动理论、社会文化理论、认知理论、建构主义理论。交际法是以行为心理学理论为指导,而任务型教学法以认知心理学理论为指导。 3.特点方面:交际法以培养交际功能为宗旨,以功能为纲、教学过程交际化、以话语为教学的基本单位。而任务型语言教学法是通过完成任务来学习语言,最突出的特点是“在做中学,在用中学”。 4.教学模式方面:交际法---包含两个模式PPC、PPP 任务型语言教学法---Willis、Ellis 5.优缺点:优点---交际法仅教授有关而且必须的语言信息,比那些试图教给学生整个语言体系的方法更省时间和精力。任务型教学法的活动内容涉及面广,信息量大,有助于拓宽学生的知识面。缺点---交际法在同一方面可用于多种形式表达,如何选择和取舍,没有客观的标准。任务型教学法中,当教师与学生缺乏资源,创新精神和合作精神时,任务型语言教学很难展开。 相同点: 1.两者都以学生为中心,而非以教师为主,这样有利于全面发展学生的综合素质。 2.强调语言教学材料、内容和学习活动的真实性 3.鼓励学生大胆表达自己的观点,创造性地使用语言。 4.在缺点方面,两者都比较难做出评价。 5.都利于学生发展自主学习能力,培养学以致用的意识。 6.两者都适合高水平阶段的学生。 二者之间的关系:任务型语言教学法是交际教学法的延承和发展。 二翻译法和直接法的对比?

交际语言教学法

交际语言教学法 内容提要:本文介绍了交际语言教学法这一以培养学习者的语言运用和交际能力为主要目标的语言教学方法,介绍了其发展,主要内容和特点并结合实例就此方法在外语教学中的运用进行了分析。 关键词:交际语言教学法外语教学语言交际能力随着我国的社会、经济、文化等活动进一步融入到国际化和全球化的体系之中,我国对于外语人才的语言交际能力的要求也逐渐提高。作为外语教学工作者,能够在教学工作中有效地使用交际语言教学法对于组织教学过程,使学生更好地达到学以致用的目的具有重要意义。本文就交际语言教学的起源,特点以及如何在外语教学中应用此方法进行了逐一探讨。 交际语言教学(Communicative Language Teaching)产生于七十年代初期,社会语言学家海默斯在1971年发表的《论交际能力》(On Communicative Competence)被认为是交际法的直接理论根据。其创始人之一是英国语言学家 D. A. Wilkins,1976年维尔金斯出版了《意念教学大纲》(Notional Syllabuses)一书,把交际法置于更可靠的基础之上。交际语言教学法经过近30年的发展已逐渐成为一种为世界语言教学界所普遍认同的教学思想和方向。它的理论主要来自社会语言学、心理语言学,并受到话语分析、语言哲学、人类学、社会学等多门学科的影响。交际法认为语言是交际的工具,学会一种语言不仅要掌握其语言形式和使用规则,还要学会具体运用,也就是说

要知道在什么场合运用。其核心是教语言应当教学生怎样使用语言,用语言达到交际的目的,而不是把教会学生一套语法规则和零碎的词语用法作为语言教学的最终目标。所以交际教学法强调的是要教授语言功能方面的知识,学生如果没有掌握这门语言的交际本领,没有具备这门语言交际方面的能力,就不能说学会了这一门外语。交际教学法强调要把学生真正置于尽可能真实的交际场景中,并且要由学生亲历一种活的交际活动的过程。根据交际教学法的原则,教师和学生都要注重运用所学外语进行真实的课堂以及课外交际活动,在尽量模拟现实的交际情景中来进行教学和学习,才能有利于培养学生的语言交际能力。本文以下部分就交际教学法的原则谈谈运用此方法进行教学的一些具体方式和做法。 一.尽可能在课堂教学中运用真实的交际场景 我们传统的外语教学概念中多注重语法形式是否完善,在交际教学法中更注重的是交流者是否能正确流利的表意,即是否“get the ideas across”。而这种侧重面对于培养我国所急需的实用型外语人才具有重要意义。因此,在教学中要尽可能多地运用真实场景来训练学生的实际语言应用及应变能力。而对于真实场景的选用则要有一定的取舍,我们应尽量选择符合实际需要或符合中国大学生在今后工作中实际应用的语言情景。例如作为旅游院校的学生,今后工作中在很大程度上要接触或进入旅游行业,那么选用和旅游相关的场景则比较合适。笔者在教授英语专业成人本科三年级口语课时就选用了在带外国旅游团过程中可能发生的真实场景让学生进行角色扮演,进行

浅谈交际教学法及交际能力

浅 谈 交 际 教 学 法 及交际能力 周秀兰1, 熊晓路2① 交际教学法是七十年代以来语言教学观发生 革命性变化的具体体现, 它在外语教学中发挥了巨大的作用 交际法教学的基本原则是强调外语学习的目的 是培养学生运用外语迚行交际的能力。兲于人们只有在反复实践运用外语迚行交际的过程中才能真正掌握外语的观点, 现在已被国内外语言家们肯定。非交际的外语教学方式和这个原则背道而驰。它不是把外语作为交际工具来迚行教学, 不是通过实践去达到掌握这个工具, 它不懂得外语知识必须为实践, 为掌握外语, 为培养学生的外语技能和技巧服务。交际法的使用培养了学生的交际能力, 但它注 重了语言的使用, 使得学生对语言知识的理解不够, 不能灵活运用语言。其次, 在班级人数较多的情况下, 使用交际法给老师带来一定的困难, 有时给有些学生有机可乘, 不能充分调动全班的积极性。另外, 测试时需涉及口语和听力, 尤其是口语测试主观性 强, 测试和阅卷的信度和效度低, 不宜使用于我国大

觃模的群体测试。尽管交际法有这些缺点, 但同其优点相比, 毕竟瑕不掩瑜。 教学要求、教学内容, 做到灵活运用。 交际能力是由美国社会、语言学家海姆斯提出 来的。海姆斯认为交际能力包括以下几个方面的参 数: 合语法性, 某种说法是否在形式上可能; 适合性, 某种说法是否可行; 得体性, 某种说法是否得体; 4. 实际操作性, 某种说法是否实际出现了。换句话说, 海姆斯理解的一个人的交际能力包括语法、主理、社 会文化和概率等方面的判断能力。也就是说, 一个人 不但知道什么是语法正确的句子, 而且还知道什么 是合适的句子, 即他知道什么时候该说, 什么时候不 该说, 在什么时候、什么地方用什么方式对谁讲什么 话。因此可以说交际能力是一个复杂的概念, 它涉及 到语言、修辞、社会、文化、心理等诸多方面的因素。 它是指一个人运用语言手段和副语言手段来达到某 一特定交际目的的能力, 包括理解和表达两个方面。 这样就要求我们要培养学生听、说、读、写等方面的 综合能力。外语交际能力包括准确接受信息和収出 信息的能力。它由两个方面组成: 语言知识和交际知 识. 语言知识的积累可以提高交际能力, 交际的实践 可以巩固学到的语言知识, 这样又可以反过来促迚 交际能力的提高。 从心理语言学观点分析, 交际是双方信息传递 的过程, 交际的这一过程是一个复杂的心理语言过 程。它需要具备听与说的基本知识, 有兲的词汇、语 音、语调、语法等语言知识和文化背景知识、感知、推 理、判断、分析、综合等语言技能, 语用知识及语言功 能知识的综合使用. 语言是人类最重要的交际工具。语言是社会交 际需要和实践的产物。语言在交际中才有生命。人 们在使用语言过程中才真正学会使用语言, 语言在 使用中变化収展, 获得新的生命。人们在社会中生 活, 离不开相互交往。语言交往是人们最司空见惯、 最重要的交往方式。然而很多人都同意这样一个观 点即非语言交往往往伴随语言交往, 辅助表达交际 意义, 特别是讲话人的情感与态度, 有时亦单独表 意。 语言能力和交际能力概念不同。语言能力概念 反映的语言观是语言为一个自主的形式系统。其在 外语教学上的局限性已为人所共识。交际能力通过 交际法反映出的语言观即语言是交际的工具。一个

communicative-language-teaching交际语言教学法

communicative-language-teac hing交际语言教学法

Communicative language teaching From Wikipedia, the free encyclopedia Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor, study of "authentic texts" (those written in the target language for purposes other than language learning), and use of the language in class combined with use of the language outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar in order to promote language skills in all types of situations. This method also claims to encourage learners to incorporate their personal

交际教学法

摘要:交际教学法产生于20世纪70年代初期。它传入中国以后得到广泛地普及,并在英语教学领域中占领了一席之地。本文主要阐述了交际教学法的实质,在英语教学实践中出现的问题,并提出一些解决之道。 关键词:交际教学法;语教学;现状 一、引言 交际教学法的出现已有30多年的历史了,在这期间我们已经发现采用交际教学法的成功经验,同时也发现了其中的失败之处也就是他本身所存在的不足。交际教学法作为一种训练学生语言运用能力的有效方法,传入中国后,在运用过程中难免受多种因素的影响存在一些问题。其中最主要的一个原因是许多英语老师还不能掌握什么是真正的交际教学法。 二、交际教学法的含义 根据Howatt的观点,交际法分为“强”说法和“弱”说法。在过去的十多年里,“弱”说法强调提供学习者为了交际目的使用英语的机会,并试图将这样的活动综合起来,成为语言教学的一项范围更为广泛的活动。从定义来看,我们知道一个人学习英语是为了交际,那就是说一个人必须首先学好了英语,然后才能与别人交流,所以,这种说法再次将学习英语与使用英语分离开来了。在语言教学的过程中,教师依旧运用陈旧的教学法,即只关注于语言结构。总而言之,这种关于交际法的说法仍旧是属于结构教学领域,而不是真正的交际法。 “弱”的说法主张为了交际而学,而“强”的说法正好相反,它主张语言是在交际过程中的需要。这不仅仅是激活现有的迟钝的语言知识的问题,更是促进语言系统本身发展的问题。如果我们将“弱”的说法描述为学习运用英语,那么后者可以描述成为运用英语去学习。 我们认为,这种说法才是真正的交际法的定义,它比较好的解释了语言是怎样来的,并且也理想化地认同外语也是需要学会的。Krashen说:“所谓外语习得是指在真实自然的情况下的外语掌握。”也就是在这个过程中获得交际能力。语言的获得与教学是两个不同的过程。前者指的是通过各种各样的交际活动来掌握语言结构;后者指的是在教师直接明晰地解释所有的语言结构之后,再帮助学生去掌握语言结构。虽然那样的结果是一样的(即掌握了语言结构)。但是由此得到的交际能力是不同的。如果一个人是通过学习来掌握语言,那么他的交际能力是很薄弱的。但假如是通过另外的途径来掌握语言,那么他的交际能力肯定是会很强的。 三、交际教学法在中国 二十世纪七十年代后期,许多学者尝试将交际法引入中国,Candlin和胡闻仲首先将这种教学法引入中国。孙黎和辛斌对交际法的理论进行了论述。史宝辉对交际法及其实际应用之间的关系进行了探索。此后,交际法就开始影响中国的外语教学。但是无论是在大学英语专业的教学和还是在将出国的学生的教学应用上,交际教学法最终都失败了。究其原因是因为他们中没人能综合系统地介绍交际法,只是在某些特殊的方面发表了他们的观点,因此使得人们对交际法充满迷惑与不解。所以,在认识和接纳交际法的过程中,出现了一些问题: 1、对于真正的交际教学法的误解 一些教师、学者将那个“弱”的说法当作是交际法的全部。他们相信交际法是为以后的交际活动做准备的,所以他们将精力集中在对学生的语言结构教学上,把它看得和交际功能一

communicative language teaching交际语言教学法

Communicative language teaching From Wikipedia, the free encyclopedia Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor, study of "authentic texts" (those written in the target language for purposes other than language learning), and use of the language in class combined with use of the language outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar in order to promote language skills in all types of situations. This method also claims to encourage learners to incorporate their personal experiences into their language learning environment and focus on the learning experience in addition to the learning of the target language.[1] According to CLT, the goal of language education is the ability to communicate in the target language.[2] This is in contrast to previous views in which grammatical competence was commonly given top priority.[3] CLT also focuses on the teacher being a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach English but rather works on developing sound oral/verbal skills prior to reading and writing. Contents [hide] ?1Background o 1.1Societal influences o 1.2Academic influences ?2Classroom activities o 2.1Role-play o 2.2Interviews o 2.3Group work o 2.4Information gap o 2.5Opinion sharing o 2.6Scavenger hunt ?3Critiques ?4See also ?5References ?6Further reading

【参考文档】交际教学法定义英文-范文模板 (4页)

本文部分内容来自网络整理,本司不为其真实性负责,如有异议或侵权请及时联系,本司将立即删除! == 本文为word格式,下载后可方便编辑和修改! == 交际教学法定义英文 篇一:交际教学法在英语中的运用 交际教学法在英语中的运用 新编教材英语教学对教者提出了更高的要求,就是使用交际教 学法,注重语言的交际功能,强调在大量的交际活动中学习英语,听说在先,读写跟上。运用这种教学法教学,学生学习兴趣浓厚,课堂气氛活跃,一改以往学生愿读不愿讲,能写不能说的状况。然而在实际教学中却发现,虽然学生学习态度积极,但其英语交际能力提高并不尽人意。学生总是背诵学过的现成句子,自由表达思维困难,不能令人满意地完成交际活动。我认为,造成这种现象的主要原因是学生缺乏语言基本功训练。交际是能力的体现,而交际能力来自语言能力,要想获得语言能力,则必须练好语言基本功。有了扎实语言基本功,在交际活动中才能反应迅速,思路清晰敏捷,语言正确流利,随意表达思想。因此,在运用交际教学法进行英语教学时,切不可忽视了语言基本功训练。 一、语言结构操练英语和汉语分属两个不同语系,语言句子结构差别很大。汉语中句子动作的时间关系是用副词来表达了,而在英语中主要是用动词的形式变化来表达的;英、汉语序以及其它诸多方面都差异甚大。语言是一种知识更是一种技能和习惯,对于早已习惯了汉语结构的学生来说,如果不把灵活的英语的语言结构练熟,而仅仅把它当作知识去“知晓”,是决不可能在实际交际活动中熟练运用的。因此对英语中典型的句型,短语、语法结构等,应结合句式转换,进行机械操练,使学生熟悉其结构形式,形成条件反射,以便不加思索地运用,达到语感敏锐,反应快捷、脱口而出的效果。 二、问答训练问答是对话起点,是基础,不可忽视。进行问答训练时,应注意避免流于机械和单一,应渐次提高问答的要求和难度。可首先结合某个语言结构进行足量的机械问答,然后就一事物进行较快速度提问,要求学生综合运用已学过的语言结构,最后就某一事物或课文进行连续的、逐渐深入的、富有逻辑性的问答训练。 三、即景反应训练在实际交际活动中,随时都会出现意料之外的情况,这就要求参与者迅速反应,即时表示赞同或反对,即时提问或表述自己的意见等。但学生常常只能背诵事先准备的话语,当对方所讲内容和自己的预料不相符或中

交际法教学模式设计

姓名:刘玉润 学号:20120201146 教材:牛津英语(八年级上) 课文:Unit3 Everybody Must Help to Fight Pollution 交际法教学模式案例 一、教学目标(teaching goals) 1、语言目标(Language goals): 1)掌握本课单词和词组 2)掌握句子结构: A. Noise pollution makes us talk more loudly and become angry easily. B. Everybody must help to fight pollution so as to keep our country clean. 3)掌握句型: It’s+adj.+for sb to do sth 2、能力目标(ability goals):提高学生听、说、读、写及知识自学的综合能力 3、德育目标(mental goals):培养学生环保意识 4、重点和难点(major points) 1)so as to/not to do sth 2)make sb do sth 二、多媒体工具(Teaching aids): a tape and ppt 三、教学策略 以学生为中心。以语言交际活动为课堂主要的活动形式。学生是交际活动的直接参加者,教师则营造外语教学氛围,起到启发、组织、监控的作用。 四、评价方法 通过口试、听力和笔试的考查和考核的方式,对学生的语言能力和语言知识进行较为客观的测试(要考虑到影响一个语言行为的许多其他因素),增加测试的信度和效度。 五、教学步骤(Teaching steps): 一、Warming-up: 1.English songs; 2. Quick Responses; 3. Daily talk 4.Word revision 二、Presentation: 1.Situational diagram Pollution Harm Harmful to noise make people talk loudly / become angry People

对交际教学法和任务型教学法的认识

英语作为世界通用语,英语教学与学习的研究不在只关注语言形式、语义组合机英美文化下的语用标准,而应重视全球化和多元背景下语言使用的语用维度和语用特征,重视多元化的语用知识、语用能力、语境制约、人际效果等语用表现,只有这样,才能更好地揭示和阐释语言使用的真实性,才能真正关注语言多元化和社交语用多元化背景下的英语使用及语用能力。 中国传统的教育方法是以教师为中心的填鸭式教学法,学生被老师牵着鼻子走,通过死记硬背的方式,来达到在试卷上取得高分的目的。这样一来,学生只关心考试成绩,对所学的知识毫无兴趣,更别说在将来能在生活中能灵活运用所学的知识来解决难题。要让学生活学活用,激发创造性思维,我觉得改进教育方法和建立强大的先进师资队伍是实现这一目标的两个关键。 一、改进教育方法 现在和传统的教育方法相比,更为进步、科学的教育方法有交际语言教学法和任务型教学法,通过在课堂上对这两种教学法的学习,再加上阅读了一些课外书籍和在网上查找了许多资料,我对交际语言教学法和任务型教学法有了较深刻的认识。 交际语言教学法和任务型教学法都有几个共同点:(1)以学生为中心,老师起辅导作用;(2)尽可能在课堂教学中运用真实的交际场景,在课堂中通过各种途径组织学生进行交际活动;(3)课堂教学的主要形式是小组活动;(4)都注重4交际能力:语用能力、语篇能力、策略能力和语言的流利度。这两种教学法都有利于培养学生综合语言运

用能力,激发学生的学习兴趣,启发学生的想象力和创造性思维,在老师的指导下让学生有独立思考、积极参与的机会,有利于保持学习的积极性,养成良好的学习习惯。 不同的是,任务型教学法是交际语言教学法的进一步发展:(1)交际语言教学法更注重的是学生参与的过程,而任务型教学法在强调学生参与完成任务的的同时,还注重任务的目标和结果;(2)交际语言教学法是以学习者为中心,教学过程中关注学习者的需要,通过既定的教学途径来达到培养学生交际能力的教学目的;而任务型教学法是以学习为中心的教学法,主要为学习者提供参与以意义为焦点的开放型的交际任务的机会来达到教育目标。(3)任务型教学法中的“任务”比交际语言教学法中的“练习”更具现实性,任务活动可以从学生的日常生活和兴趣爱好出发,让学生的合作精神和创作意识得到全面发展;(4)交际语言教学法提倡学生在课堂尽量使用目标语,适当利用母语,而任务型教学法鼓励学生创造性地使用语言;(5)交际语言教学法重视话语教学,任务型教学法鼓励课堂教学活动之间的联系。交际语言教学法与任务型教学法在许多方面有着直接联系,任务型教学法是以交际法为基础,是交际法的纵深与发展。交际语言教学法的目的是培养学生运用语言的交际能力,它的特点是运用多种方法促进学生用所学语言进行交际活动,已达到交际目的。但任务型教学法更明确地提出了“任务”,并强调“任务”完成的结果。任务型教学法不仅继承了交际法中“做中学”情景教学,而且明确了学习任务,教与学的目标更加明确,并把评估学生完成任务过程的质量纳入最后

对交际教学法和任务型教学法的认识知识讲解

对交际语言教学法和任务型教学法的认识 英语作为世界通用语,英语教学与学习的研究不在只关注语言形式、语义组合机英美文化下的语用标准,而应重视全球化和多元背景下语言使用的语用维度和语用特征,重视多元化的语用知识、语用能力、语境制约、人际效果等语用表现,只有这样,才能更好地揭示和阐释语言使用的真实性,才能真正关注语言多元化和社交语用多元化背景下的英语使用及语用能力。 中国传统的教育方法是以教师为中心的填鸭式教学法,学生被老师牵着鼻子走,通过死记硬背的方式,来达到在试卷上取得高分的目的。这样一来,学生只关心考试成绩,对所学的知识毫无兴趣,更别说在将来能在生活中能灵活运用所学的知识来解决难题。要让学生活学活用,激发创造性思维,我觉得改进教育方法和建立强大的先进师资队伍是实现这一目标的两个关键。 一、改进教育方法 现在和传统的教育方法相比,更为进步、科学的教育方法有交际语言教学法和任务型教学法,通过在课堂上对这两种教学法的学习,再加上阅读了一些课外书籍和在网上查找了许多资料,我对交际语言教学法和任务型教学法有了较深刻的认识。 交际语言教学法和任务型教学法都有几个共同点:(1)以学生为中心,老师起辅导作用;(2)尽可能在课堂教学中运用真实的交际场景,在课堂中通过各种途径组织学生进行交际活动;(3)课堂教学的主要形式是小组活动;(4)都注重4交际能力:语用能力、语篇能力、策

略能力和语言的流利度。这两种教学法都有利于培养学生综合语言运用能力,激发学生的学习兴趣,启发学生的想象力和创造性思维,在老师的指导下让学生有独立思考、积极参与的机会,有利于保持学习的积极性,养成良好的学习习惯。 不同的是,任务型教学法是交际语言教学法的进一步发展:(1)交际语言教学法更注重的是学生参与的过程,而任务型教学法在强调学生参与完成任务的的同时,还注重任务的目标和结果;(2)交际语言教学法是以学习者为中心,教学过程中关注学习者的需要,通过既定的教学途径来达到培养学生交际能力的教学目的;而任务型教学法是以学习为中心的教学法,主要为学习者提供参与以意义为焦点的开放型的交际任务的机会来达到教育目标。(3)任务型教学法中的“任务”比交际语言教学法中的“练习”更具现实性,任务活动可以从学生的日常生活和兴趣爱好出发,让学生的合作精神和创作意识得到全面发展;(4)交际语言教学法提倡学生在课堂尽量使用目标语,适当利用母语,而任务型教学法鼓励学生创造性地使用语言;(5)交际语言教学法重视话语教学,任务型教学法鼓励课堂教学活动之间的联系。交际语言教学法与任务型教学法在许多方面有着直接联系,任务型教学法是以交际法为基础,是交际法的纵深与发展。交际语言教学法的目的是培养学生运用语言的交际能力,它的特点是运用多种方法促进学生用所学语言进行交际活动,已达到交际目的。但任务型教学法更明确地提出了“任务”,并强调“任务”完成的结果。任务型教学法不仅继承了交际法中“做中学”情景教学,而且明确了学习任务,

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