摘要
Since 2001, the first year to start English course in elementary school, the study of English-teaching methods is also increasing. The specific teaching methods, such as task-based language teaching (TBLT) or task-based instruction (TBI) which focuses on the use of authentic language and on asking students to do meaningful tasks using the target language, attract attention. Language is used for communication essentially. Successful development of communicative competence contributes to language use and among communicative competence socio-cultural norms of society is an important part. Thus, in order to find useful teaching methods, communicative competence should be clearly described. In this paper, the development of communicative competence will be reviewed. Then the paper will focus on the socio-cultural aspect and relate it with Communicative Language Teaching (CLT) method.
Since 2001, the first year to start English course in elementary school, the study of English-teaching methods is also increasing. The specific teaching methods, such as task-based language teaching (TBLT) or task-based instruction (TBI) which focuses on the use of authentic language and on asking students to do meaningful tasks using the target language, attract attention. Language is used for communication essentially. Successful development of communicative competence contributes to language use and among communicative competence socio-cultural norms of society is an important part. Thus, in order to find useful teaching methods, communicative competence should be clearly described. In this paper, the development of communicative competence will be reviewed. Then the paper will focus on the socio-cultural aspect and relate it with Communicative Language Teaching (CLT) method.
出处
《海外英语》
2013年第5X期47-51,共5页
Overseas English
