《communicativelanguageteaching交际语言教育教学法》由会员分享，可在线阅读，更多相关《communicativelanguageteaching交际语言教育教学法（10页珍藏版）》请在金锄头文库上搜索。
1、communicative-language-teaching交际语言教学法 作者： 日期：10 个人收集整理，勿做商业用途Communicative language teachingFrom Wikipedia, the free encyclopediaCommunicative language teaching(CLT), or thecommunicative approach, is anapproachtolanguage teachingthat emphasizesinteractionas both the means and the ultimate goal of s
2、tudy. 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
3、 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 i
4、ncorporate their personal experiences into their language learning environment and focus on the learning experience in addition to the learning of the target language.1According to CLT, the goal of language education is the ability to communicate in the target language.2This is in contrast to previo
5、us views in whichgrammatical competencewas commonly given top priority.3CLT 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/
6、verbal skills prior to reading and writing.Contentshide 1Backgroundo 1.1Societal influenceso 1.2Academic influences 2Classroom activitieso 2.1Role-playo 2.2Interviewso 2.3Group worko 2.4Information gapo 2.5Opinion sharingo 2.6Scavenger hunt 3Critiques 4See also 5References 6Further readingBackground
7、editSocietal influenceseditLanguage teaching was originally considered a cognitive matter, mainly involving memorization. It was later thought, instead, to be socio-cognitive, meaning that language can be learned through the process of social interaction. Today, however, the dominant technique in te
8、aching any language is communicative language teaching (CLT).4It wasNoam Chomskys theories in the 1960s, focusing on competence and performance in language learning, that gave rise to communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by linguists Michael Hallida
9、y, who studied how language functions are expressed through grammar, and Dell Hymes, who introduced the idea of a wider communicative competence instead of Chomskys narrower linguistic competence.4The rise of CLT in the 1970s and early 1980s was partly in response to the lack of success with traditi
10、onal language teaching methods and partly due to the increase in demand for language learning. In Europe, the advent of theEuropean Common Market, an economic predecessor to the European Union, led to migration in Europe and an increased population of people who needed to learn a foreign language fo
11、r work or for personal reasons. At the same time, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceas
12、ed to be confined to the elite academies. In Britain, the introduction ofcomprehensive schools, which offered foreign-language study to all children rather than to the select few in the elitegrammar schools, greatly increased the demand for language learning.5This increased demand included many lear
13、ners who struggled with traditional methods such asgrammar translation, which involves the direct translation of sentence after sentence as a way to learn language. These methods assumed that students were aiming for mastery of the target language, and that students were willing to study for years b
14、efore expecting to use the language in real life. However, these assumptions were challenged by adult learners, who were busy with work, and some schoolchildren, who were less academically gifted, and thus could not devote years to learning before being able to use the language. Educators realized t
15、hat to motivate these students an approach with a more immediate payoff was necessary,6and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.7Additionally, the trend ofprogressivismin education provided further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning,6and as this idea gained traction in schools there was
