a comparative study of SLT and CLT [3]
论文作者:Xu Yanfei论文属性:短文 essay登出时间:2009-04-07编辑:刘宝玲点击率:10775
论文字数:论文编号:org200904071006127362语种:中文 Chinese地区:中国价格:免费论文
关键词:TEFLreal-life situationscommunicative competenceSLTCLT
loped by British applied linguists from the 1930’s to 1960’s, and it has provided guidance to many well-known EFL/ESL textbooks and courses, including New Concept English written by Alexander, which is still used in China and known by almost every Chinese English learner. In fact, most books on business English are compiled according to this approach too.
The theory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes, than the conditions of learning.
Richards and Rodgers summarized the main characteristics of the approach as follows:
1. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.
2. The target language is the language of the classroom.
3. New language points are introduced and practiced situationally.
4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
5. Items of grammar are graded following the principle that simple forms should be taught before complex ones.
Reading and writing are introduced once a sufficient lexical and grammatical basis is established. Situational Language teaching uses a structural syllabus and a word list. Structures are always taught within sentences, and vocabulary is chosen according to how well it enables sentence patterns to be taught. The practice techniques employed generally consist of guided repetition and substitution activities, including chorus repetition, dictation, drills, and controlled oral-based reading and writing tasks.
Since the purpose of teaching a foreign language is to enable the learners to use it, then it must be heard, spoken, read, and written in suitable realistic situations. Neither translation nor mechanical drills can help if they are not connected to practical life. The situational language teaching methods focused on the need to practise language in meaningful situation-based activities. Therefore, the situational language teaching approach continued to be part of the standard set of procedures advocated in many current British
methodology texts.
B. Communicative 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. 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 that "language is interaction; it is interpersonal activity and has a clear relationship with society. In this light, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their social roles are, why they have come together to speak)" (Berns,1984, p.5)
Wilkins, a British linguist proposed a communicative definition of language serves as a basis for developing communicative syllabuses for language teaching. Instead of describing the core of language through traditional concepts of grammar and vocabulary, Wilkins demonstrated the systems of meanings that lay behind the communicative uses of language. Both Americans and British proponents now treat communicative language teaching as an approach that not only to make communicative
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。