交际教学法-communicative-instruction.pptVIP

Logo Logo The CommunicativeApproach 交际教学法 Definition Contents 1 Backgrounds 2 Theoretical Basis 3 Basic Principles 4 Comments 5 1.Definition The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. 交际法是一种外语教学法，它强调语言学习的目的是获得交际能力。又称“意念法”、“功能法”或“意念-功能法”。 Diagram 2 Diagram 2 Communicative Language Teaching developed particularly by British applied linguists .It is a reaction away from grammar-based approaches such as the Audiolingual Method.(听说训练法) Teaching materials needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes. Follows a Notional Syllabus（意念大纲） or some other communicatively organized syllabus and emphasizes the processes of communication, such as using language appropriately in different kinds of tasks, such as to solve puzzles, to get information, and using language for social interaction with other people. Towards the end of the 1960s ,language learners were required to master grammatical forms and this mastery of language structured the main measures of competence. By the late 1960s, these changes attracted the attention of Council of Europe. A number of experts proposed to set up a scheme to teach the languages of Europe. 2.Backgrounds Developed in the 1970s in Europe. Reaction to the structural approach to language teaching. The need for change in language teaching methods. Stress on the socio-cultural aspects of language in use. Wilkins and his “Notional Syllabus”. 1972年威尔金斯的《语法大纲、情景大纲和意念大纲》问世，论证了意念大纲比语法大纲和情景大纲的优越性。随后一百多个专家经过三年的努力，依据威尔金斯提出的意念和功能语言理论，制定出了一份欧洲主要语言教学的新教学大纲，并制定了“单元一学分”体系(unit-credit)的语言课程，即将学习任务分解成单元，每一单元对应学习者的某一需求。 社会语言学诞生。1972年海姆斯提出了“交际能力”的概念，认为语言教学不应只是让学生掌握语言的结构以及运用语言知识的能力，更重要的是培养运用语言进行交际能力。1976年 威尔金斯制 Wilkins 定了《意念大纲(Notional Syllabus)》，1978年威多森出版《交际语言教学法》(Teaching Language as Communication)一书，由此，交际教学法应运而生。