Chapter NineChapter Nine

The Communicative ApproachThe Communicative Approach

Definition

An approach to foreign or second language

teaching which emphasizes that the goal of

language learning is communicative

competence

Background

Developed in the 1970s in Europe

Reaction to the structural approach to language

teaching

The need for change in language teaching method

Functions and Functions and formsforms

Languages Languages skillsskills

waysways

In real lifeIn real life

The The traditional traditional FLTFLT

consequenceconsequence

perform certain communicative functions.

all skills, including the receptive and productive skills.

used in a certain context.

focuses on forms

one or two language skills

isolate language from its context.

The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations.

The learners cannot use the language in an integrated way.

The students are puzzled about how to use the language in a particular context.

language used in real life and traditional FLT.

The language we teach in traditional

FLT is not what we use in real-life

communication.

Conclusions

Theoretical Basis

Theory of language

Language is for communication. Language is used in context. The relationship between form and meaning is

not a one-to - one correspondence. Discourse analysis studies language above

sentence level.

Theory of language

Pragmatics studies how language is used in communication.

Hymes and his notion of communicative competence

Halliday and his functional account of language use

Richards and Rodger’s summary of the communicative view of language

Theory of learning

CLT should follow the natural acquisition

process.

Language is best learned through use in social

context.

Effective language learning will take place if the

emphasis is on communication.

Language learning is a process of meaning

negotiation.

Basic Principles

Main features

1. Communicative purpose; (information gap)1. Communicative purpose; (information gap)

2. Communicative desire; (real need)2. Communicative desire; (real need)

3. (Focus on ) Content, not form; (message)3. (Focus on ) Content, not form; (message)

(Exchanging information, not pattern practice)(Exchanging information, not pattern practice)

4. Variety of language; (not just one language 4. Variety of language; (not just one language form, free to improve/create)form, free to improve/create)

5. No teacher intervention; (done by Ss; no 5. No teacher intervention; (done by Ss; no correcting or evaluating how Ss do it; correcting or evaluating how Ss do it; assessment is based on the ‘product’ or on assessment is based on the ‘product’ or on communicative purpose rather than on the communicative purpose rather than on the language.)language.)

Objectives

The final goal of FLT : The final goal of FLT :

to enable the learners to use the foreign to enable the learners to use the foreign language in work or life (communicative language in work or life (communicative competence). competence).

we should teach:we should teach:

that part of the language that will be used in the that part of the language that will be used in the way that is used in the real world.way that is used in the real world.

Techniques

Ways of integrating language skills:

listening and note-taking using audio-video materials

giving oral presentation

role-play/simulation etc.

Techniques

Ways of developing separated skills: speaking: problem solving activities, simulation/role-play etc. listening: putting pictures in correct sequence, following directions on a map, checking off items in a photograph, completing a grid

（地 图上的坐标方格） , time table, or chart etc.

Techniques

reading: skimming scanning text unscrambling （文本解读） information transfer etc writing (mainly done in three steps): gathering ideas working an drafts preparing the final version

Procedures

1) Presentation and comprehension (Students listen, then

answer questions.)

2) Demonstration of functional patterns （功能范式）(The teacher exemplifies （举例说明） each functional

pattern.)

3) Practising functional patterns (Students practise the

dialogue in pairs.)

Procedures

4) Free production (Students make mini-dialogues

of their own.)

5) Checking students’ work

6) Reading new materials (integrating reading and

writing)

7) Writing based on reading

Summary and Comments

Advantages

1) Wider considerations of what is appropriate

and what is accurate

2) Wider range of language

3) Realistic and motivating language practice

4) Drawing on （利用） learners’ knowledge

and experience

Disadvantages

1) Unclear about how rules of use can be taught

2) Difficult to tailor syllabus （教学大纲） to

students’ needs

3) Fossilization （固化） of learners’ errors