Unit 2   Communicative Principles and Task-basked Language Teaching
  Objectives:
    By the end of this unit, Ss will:
  1. Get to know about the CLT approach.
2.Get to know the definition of communicative competence.
3.Get to know how to evaluate communicative classroom activities
4.Get to understand Task-based Language Teaching.
Important points
1. the definition of communicative competence
2. how to evaluate communicative classroom activities
Difficult points
1. The CLT approach.
2. Task-based Language Teaching
Teaching methods
Reflective Cooperative Autonomous-learning Model, Lecture, Discussion
Teaching Procedures
Step 1 Lead-in
  1. Ss do the reading report.
2.Ss discuss :
a. What is the traditional foreign language teaching like?
b. What is the language use in real life like?
c. What is our final goal of language learning?
Step 2 Presentation
1.Language use in real life vs. traditional pedagogy
The teacher sums up what students have discussed and then sums up the differences between Language use in real life vs. traditional pedagogy.
    The ultimate goal of FLT is: to enable the learners to use the foreign language in work or life. Therefore, we should teach: that part of the language that will be used; in the way that is used in the real world. Gaps between the use of language in real life and the traditional foreign language teaching pedagogy: (pp. 14-16)
■ In real life: Language is used to perform certain communicative functions.
■ The traditional pedagogy: focuses on forms rather than on functions.
■ The consequence: The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations.
■ In real life: We use all skills, including the receptive skills and the productive skills.
■ The traditional pedagogy tends to focus on one or two language skills and ignore the others.
■ The consequence: The learners cannot use the language in an integrated way.
■ In real life: Language is always used in a certain context.
■ The traditional pedagogy tends to isolate language from its context. e.g. the passive
■ The consequence:The students are puzzled about how to use the language in a particular context.
2.What is communicative competence?
    2.1Defintion of communicative competence
Hedge (2000: 46-55) discusses five main components of communicative competence: lingu
istic competence, pragmatic competence, discourse competence, strategic competence, and fluency.  (PP28-19)
1)linguistic competence语言能力是指理解语言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是交际能力的基石，一个不可缺少的组成部份。
2)pragmatic competence语用能力是指学习者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。用 Hymes 的话说就是知道 “何时说，何时不说，和谁，什么时间，什么地点，以什么方式说些什么” 。 
    3)discourse competence 篇章能力是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称话语能力。
4)strategic competence策略能力是指如何在一个真实的交际情景下保持交际渠道通畅的能力。它包括以下三个方面：1) 在口语和书面语冒险一试的能力；2)使用具体交际策略的能力；3)习得具体交际策略中的常用语言形式。
5) fluency 语言流畅 语言流畅是指自如地把言语单元有效连结起来的能力。流畅涉及语言的输出，多指口语的输出。流畅包括三个方面：1）语义流畅，2）词汇，句法流畅，3）发音流畅。
According to Hymes (1979), communicative competence includes four aspects: (p. 19)
■ knowing whether or not something is formally possible (grammaticality: grammatically acceptable); 知道形式上是否可能
■ knowing whether something is understandable to human beings (feasibility);知道是否可行
■ knowing whether something is in line with social norms (appropriateness in a social context);知道是否得体
■ knowing whether or not something is in fact done (what the language performance entails).知道实施的条件
editor evaluating revision
In order words, 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, where, and to whom.
2.2 The goal of communicative language teaching (P16)
    The goal of CLT is to develop students’ communicative competence.
3.Implications for teaching & learning
Communicative competence
Implications for teaching (pp.308-309)
linguistic competence
pragmatic competence
discourse competence
strategic competence
fluency
4. Three principles of communicative language teaching (P20)
Three principles suggested by Richards and Rodgers(1986:72)
1) Communication principle: Activities that involve real communication promote learning.
2) Task principle: Activities in which language is used for carrying out meaningful task promote learning.