Unit 2 Communicative Principles

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Unit 2 Communicative Principles Task-based
Language Teaching

• Objectives
• a. to know about the CLT approach.
• b. to know the definition of communicative
  competence.
• c. to know how to evaluate communicative
  classroom activities
• d. to understand Task-based Language Teaching

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????? ??????Stern?1993????Issues and Options in
Language Teaching????????Second language refers
to a non-native language learnt and used within
one country, such as English learnt and used in
British colonies whereas foreign language is a
non-native language learnt and used with
reference to a speech community outside national
and territorial boundaries like English learnt
and used in China.(????????????????????,????????
??????,???????????????????????????????????????
??????,???????????????,?????????????)
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Q1 What are the differences between language
used in real life and language taught in the
traditional FLT ?Q2 What is the final goal of
FLT? And how to achieve it?(P.14-15)
2.1 language used in real life and traditional
FLT.
Questions
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Functions and forms Languages skills ways
In real life
The traditional FLT
consequence
perform certain communicative functions.
all skills, including the receptive and
productive skills.
used in a certain context.
isolate language from its context.
one or two language skills
focuses on forms
The learners have learned a lot of sentences or
patterns, but they are unable to use them
appropriately in real social situations.
The students are puzzled about how to use the
language in a particular context.
The learners cannot use the language in an
integrated way.
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Conclusions
The language we teach in traditional FLT is not
what we use in real-life communication.

• The final goal of FLT
• to enable the learners to use the foreign
  language in work or life.
• we should teach
• that part of the language that will be used
  in the way that is used in the real world.

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2.2 What is communicative competence?

• Communicative Language Teaching (CLT) a possible
  solution.
• It is an approach to foreign or second language
  teaching which emphasizes that
• The goal of language learning is communicative
  competence.
• Teaching materials often teach the language
  needed to express and understand different kinds
  of functions such as requesting, describing,
  expressing likes and dislikes.

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Hedge

• Hedge (2000 46-55) discusses five main
  components of communicative competence
• ---linguistic competence
• ---pragmatic competence
• ---discourse competence
• ---strategic competence
• --- fluency (PP17-19)

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1.linguistic competence????????????,??????????????
????????????????????????????????????????????,?????
??????? 2.pragmatic competence???????????????????
????????????????????????? Hymes ???????
???,????,??,????,????,????????? ?
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3. discourse competence ??????????????????????????
????,??????? 4. strategic competence??????????????
??????????????????????????1) ??????????????2)???
????????3)????????????????? 5. fluency
?????????????????????????????????????,???????????
?????1)????,2)??,????,3)?????
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Hymes (1979)

• knowing whether or not something is formally
  possible (grammaticality grammatically
  acceptable) ?????????
• knowing whether something is understandable to
  human beings (feasibility)??????
• knowing whether something is in line with social
  norms (appropriateness in a social
  context)??????
• knowing whether or not something is in fact done
  (what the language performance entails).???????

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communicative competence

• Communicative competence entails knowing not only
  the language code or the form of language, but
  also what to say to whom and how to say it
  appropriately in any given situation.
• Communicative Competence includes knowledge of
  what to say, when, how, and where to say.

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2.3 Implications for teaching learning
Communicative competence Implications for teaching
linguistic competence Teachers need to help learners
pragmatic competence Teachers need to help learners
discourse competence Teachers need to help learners
strategic competence Teachers need to help learners
fluency Teachers need to help learners
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2.4 Principles for CLT suggested by Richards
and Rodgers(198672)

• 1)Communication principle Activities that
  involve real communication promote learning.
• (e.g. ask/offer help in railway stations)
• 2)Task principle Activities in which language is
  used for carrying out meaningful task promote
  learning.
• (e.g. making out class rules)
• 3)Meaningfulness principle Language that is
  meaningful to learner supports the learning
  process.
• (e.g. words of animals)

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a weak and a strong version of CLT
Howatt(1984)??,????????????????????
??????????????????????????????????????????????
,????????(Learning to use English),?????????????
? ???????????????,??????????????????,???????
????????????????????(using English to learn it)?
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Communicative activities
By Littlewood (1981)

• 1.??????(Functional communicative activities)
• e.g. ??????????????????????????????????????????
  ???
• 2.??????(Social Interaction activities)
• e.g.???????????????????????????????

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Functional communicative activities

• e.g. Identifying pictures

Pictures for Student A
Pictures for Student B
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language for the activity

• What colour ?
• How many ?
• Where ?

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Social interactional activities

• e.g. Role-playing through cued dialogues

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2.5 CLT the teaching of language skills

• The translation of communicative competence in
  language teaching practice is to develop the
  learners skills, namely, listening, speaking,
  reading and writing.

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Rod Ellis (1990) six criteria for communicative
activities
2.6 Main features of Communicative activities

• 1. Communicative purpose (information gap)
• 2. Communicative desire (real need)
• 3. (Focus on ) Content, not form (message)
• (Exchanging information, not pattern
  practice)
• 4. Variety of language (not just one language
  form, free to improvise/create)
• 5. No teacher intervention (done by Ss no
  correcting/evaluating how Ss do it assessment is
  based on the product or on communicative
  purpose rather than on the language.)
• 6. No material control.

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For examples, please refer to Wang Qiangs book
(2006) pp. 24-26

• Rod Ellis????????????????????,?????????????????
  ?????????????????Rod Ellis????????????????????????
  ????,?????????,??????????,????????????????????????
  ???????

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2.7 Task-based Language Teaching (TBLT)

• Task-based Language teaching is, in fact, a
  further development of CLT. It shares the same
  beliefs, as language should be learned as close
  as possible to how it is used in real life. It
  has stressed the importance to combine
  form-focused teaching with communication-focused
  teaching.

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2.7.1 Definitions of a task (P27-28)

• Michael Long(1985)???????????????????????????????
  ??????????????????????,???????????????????????????
  ?
• David Nunan(1989)????????????????????????????????
  ?????????????????????????,????????????????????????
  ?????
• Prabhu (1987) ????????????,???????,??????????????
  ?????,????????????????????
• Reference ???.??????? M.???????,2004.

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2.7.2 Four components of a task (P28)

• a purpose a clear purpose
• a context a real-world relationship
• a process comprehending, using the language
• and communicating
• a product nonlinguistic outcome
• ( Clark, Scarino and Brownell)

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???????

• ?????????????
• ????????????????
• ????????????????????????
• ????????????

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The main features of TBLT

• Meaning is primary.
• ??????????
• There are some communication problems to solve
• ??????????
• There is some sort of relationship to comparable
  real-world activities.
• ??????????
• Task completion has some priority
• ??????????
• The assessment of the task is in terms of outcome
• ??????????(Skehan 1998)

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The differences between exercise, exercise-tasks
and tasks

• Task focuses on the complete act of
  communication.
• Exercise focuses on individual aspects of
  language, such as vocabulary, grammar or
  individual skills.
• Exercise-task consists of contextualized
  practice of language items.

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2.8 PPP TBLT

• The Models of the Process of FLT??????
• The PPP Model Presentation(??)---
  Practice(??)---Production(??)
• Harmer' s ESA ModelEngage(??)--- Study(??)---
  Activate(??)
• Willis' TBL ModelPre task(???)--- Task
  Cycle(????)--- Language Focus(???)
• The 5-step teaching method revision(??)
  ---Presentation(??)---Drill(??)---
  Practice(??)--- Consolidation(??)

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??????????(P31)

• Willis??,???????????????,???,?????
• (1)???(pre-task)??????,????????????,??????,?
  ????????????????
• (2)???(task-cycle)????(?????????)???(???????
  ????????)????(????????????)??????
• (3)????(language focus)??????,??????????????
  ???,????????????????????????????????????????????
  ?????????????????????????????(language
  awareness)
• (?? ???????????P 110????????)

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Ellis ????????

• Ellis??????????????????(the pre-task
  phase),???(the during-task phase)????(the
  post-task phase)
• 1??????????????????,????????????????????????/??
  ????????????(??????????/??????)
• 2??????????????
• 3??????????????????????????????????????
• Ellis(2003)??,???????????,?????(while-task)???????
  ??,????????????????????,???????????????????????

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The PPP Model The 5-step teaching method

• (A) 3P Model
  (B) 5-step Model
• Warming-up
  Step I. Revision
• Step I. Presentation
  Step II. Presentation
• 1. ---
  1. ---
• 2. ---
  2. ---
• 3. ---
  3. ---
• Step II. Practice
  Step III. Drills
• 1. ---
  1. ---
• 2. ---
  2. ---
• 3. ---
  3. ---
• Step III. Production
  Step IV. Practice
• 1. ---
  1. ---
• 2. ---
  2. ---
• 3. ---
  3. ---
• Homework
  Step V. Consolidation
• 
  Homework

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2.9 How to design tasks

• Step 1 Think about students needs, interest, and
  abilities
• Step 2 Brainstorm possible tasks
• Step 3 Evaluating the list
• Step 4 Choose the language items
• Step 5 Preparing the materials

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2.10 Appropriateness of CLT TBLT in the Chinese
context

• Some controversies debates about CLT
• The very first forceful argument is whether
  it is culturally appropriate
• The second problem relates to the design of
  the syllabus for teaching purposes in the
  classroom
• The third problem is whether such an approach is
  suitable for all age level of learners or all
  competence level of learners.

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Some potential constraints about TBLT

• It may not be effective for presenting new
  language items. Neither may it be appropriate for
  those context where language exposure is not
  sufficient and class time is limited.
• Time
• The culture of learning
• Level of difficulty

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Summary of Unit 2

• Gaps between the use of language in real life and
  the traditional foreign language teaching
  pedagogy
• Goal of CTL Communicative competence
• Features of CLT, and Richards and Rodgers three
  principles of CLT communicative, task and
  meaningfulness principles
• Communicative activities (Littlewood)
• functional communicative activities, and
• social interactional activities
• Rod Ellis six criteria for communicative
  activities
• Task-based Language Teaching (TBLT)

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Homework

• 1. What is communicative competence?
• 2. What are the three principles of communicative
  language teaching?
• 3. What are the six criteria for evaluating
  communicative classroom activities?
• 4. What is Task-based Language Teaching?

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More ideas 1.????????????

???????(TBLT)?80?????????????????????????????????
?????????????????? ??????????????????????????????
?? ?????????????????????
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2. TBLT???????

• ?????????????
• 70?????????????????????????????????????????????
  ??
• ???????????????
• ???????????????
• ???????????????
• ????????(??????)????
• ?,??????????????????
• ????
• ?????????????????????
• ???????

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???????????????
???????????????????? ??????????????(interactio
n, meaning negotiation and output)???????? ??????
??(perform tasks)????????????????????? ??????????
???????? 1990s???The Age of the Task.
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??????????????

• Second Language Pedagogy a perspective. OUP,
  1987, N. S. Prabhu
• Designing Tasks for the Communicative Language
  Classroom. CUP, 1989, David Nunan.
• A Framework for Task-based learning. Longman,
  1996, Jane Willis.
• Researching Pedagogic Tasks. Longman, 2001, M.
  Bygate, P. Skehen and M. Swain.
• Task-based Language Learning and Teaching. OUP.
  2003. Rod Ellis.
• ???, ???. ???????M. ???????, 2003.
• ???.???????M. ???????, 2004

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3. ??????????????

• 1)???????????????,?????????
• 2)????????????????????????????????????
• 3)?????????????????????,??????????????

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4.?????

• (1)????( Real-world tasks)???????????????????
• Reply to an email message
• Make a list of food and drinks for a picnic
• Design a new playground for your school
• (2)?????( Pedagogical tasks )????????????????????
  
• Listen to instructions and draw a picture
• Find out differences between two pictures.
• Write about your favorite sport
• Richards pedagogical tasks
• ?????(information-gap tasks)
• ???????(opinion exchange tasks)
• ???????(problem-solving tasks)
• ????(jigsaw tasks)
• ????(decision-making tasks)

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5.????????????

• (1)????,?????,????
• (2)?????????????
• (3)???????/?????????????????????????????????
  ???
• (4)???????????

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6. ????????????

• ???????????????,????????????????
• ????????????????????
• ?????????????????????????????????????????
• ???????????
• ?????????????????????(??????????????)