Four Principles to Achieve Communicative Competence in Language Teaching

The paper aims to discuss the theory of communicative competence(CC for short) and its implications for language teaching.

Practical Student-centered Activities of Communicative Language Teaching——Unit 2 Text A :Animals(21st Century College English Book II)

English plays a very important role in our daily life and has been a world language for decades, as the global economy is developing so fast nowadays, the learners of English have already realized that the main purpose to learn English is to communicate properly in their real life with the people from other culture, but not to memorize those boring grammar rules and terrible vocabularies which will appear in their English examinations. Consequently, it has become an important task for English teachers to think about how to develop students' language abilities for real communication. Nowadays, Communicative Language Teaching(CLT) has become a very popular teaching approach in China. CLT pays a lot attention to the social and functional elements in language daily use.

The Application of Communicative Language Teaching to Listening Activities

With more and more focus on the development of college students' communicative abilities,listening teaching is holding a great proportion in college teaching activities.This paper shows how to apply the Communicative Language Teaching Approach to listening activities.And by applying this approach,the author will make some try in how to make the listening teaching course interesting and attractive as well as cultivate and develop the college students' listening abilities and communicative abilities.

A Brief Introduction to Communicative Language Teaching

Communicative language teaching(CLT) advances and advocates language is acquired through communications,i.e.,using a language to learn it..Ever since the introduction of CLT in the late 1970s,disparate definitions and interpretations of the communicative approach to language instruction continually come into being.In today's process of language teaching,incorporation of CLT has become mandatory in teaching almost any language.While the majority of descriptions of CLT accentuate the communication of messages and meaning,there is divergence as to whether CLT should be concerned about the analysis and practice of language structures.

Pragmatic Teaching of the Speech Act of Request

How to perform the speech act of request has been taught to L2 learners,which proves that classroom instructions can improve their pragmatic competence.

Accommodating Communicative Language Teaching in Chinese Secondary Education

English education in China was long dominated by traditional teaching methods focusing on grammatical structures.In spite of the efforts made,studies have revealed that communicative language teaching(CLT)has encountered resistance.An inte?grative literature review is employed to explore the constraining factors that hinder CLT practices,aiming to provide possible ped?agogical approaches that could be taken to better accommodate CLT in the context of Chinese secondary education.The study finds that the pedagogical approach that fits in Chinese context have the following characteristics:combining inductive grammar learning with deductive grammar learning;with switches between learner-centeredness and teacher-centeredness;giving the same emphasis to both linguistic accuracy and fluency;giving teachers more freedom and autonomy.

Taking Stock of Grammar-Translation Teaching Method in Developing Intercultural Pragmatic Competence

Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method contradicts the development of communicative language competence advocated in recent decades.However,I positively argue that GTTM in English class,as a comparative and intercultural model,should be given a due reconsideration to improve L2 learners' pragmatic competence.

Employing the Communicative Approach to Improve the Competence of Listening and Speaking

It is well know that a human linguistic communicative behavior,listening and speaking occupies a very important position in both our daily life and foreign language teaching.Now the classroom becomes more student-centered with the teacher allowing for students to output the language more often on their own.In order to improve the students' listening and speaking,the Communicative Approach has been exploited,which is based on communicative efficiency.It sees communicative competence of language.

Applying Communicative Language Teching to Improve English Teching Effectiveness in Higher Vocational Colleges

Communicative language teaching(CLT),as a language teaching approach,aiming at teaching second languages for the ultimate goal of communication,has been known and widely practiced by Chinese teachers in their English teaching.But due to the limitations of both students and teachers,CLT is not executed successfully in quite a lot of higher vocational colleges.To carry it out successfully in English classrooms,the following important factors should be seriously taken into account:understanding communicative competence,class instruction in English pragmatics,teachers' role in CLT and assessment of communicative language ability.Hopefully,through discussion of these key aspects of CLT,guiding effect can be produced on improving teaching efficiency through CLT from the perspective of teachers.

Two Models for the Cultivation of Postgraduates' Communicative Competence in the Classroom

ＣＬＣｎｕｍｂｅｒ：Ｈ３１９Ｄｏｃｕｍｅｎｔｃｏｄｅ：ＡＡｒｔｉｃｌｅＩＤ：１０００┐５２９３（１９９９）Ｓｕｐ．┐０１０２┐０４１．ＴｗｏＫｉｎｄｓｏｆＣｏｍｍｕｎｉｃａｔｉｖｅＡｐｐｒｏａｃｈｅｓＡｆｔｅｒｐｒｏｂｉｎｇｔｈｅｖｉｅｗｓｏｎｃｏｍ...

The Developmental Movements of Language Testing and the Necessity of Communicative Approach

The relationship between language testing and language teaching is said to be inseparably interconnected and act together.Language testing has been unceasingly improving itself responding to the requirements of language teaching so as to improve testees’language ability.From the prescientific movement to the now newest communicative movement,four main approaches to testing have its pros and cons in achieving the reliability and validity of testing.By them,we can see communicative approach is of necessity to become the milestone of language

Intercultural Education in a Technology-Enhanced Foreign Language Learning Environment Implementing the TPACK Approach:Challenges and Possibilities

In the plurilingual and multicultural contemporary international setting,the educational systems opt for successfully meeting as well as adapting to the rapid social,economic,and technological changes.Based on the premise that intercultural communicative competence holds a significant potential for foreign language instruction,focus should throw into combining teachers’intercultural knowledge with pedagogy and technology.The prospect of introducing intercultural material within the context of teaching scenarios in the curricula of a technology-enhanced foreign language learning environment where the Technological Pedagogical Content Knowledge(TPACK)approach is implemented,can positively contribute to the teaching process.Under this perspective,cultural and digitally competent teachers can create a framework which will enable learners to fully develop their interactive and linguistic skills and to effectively communicate in a foreign language promoting its social and multicultural dimension whatever the intercultural context.

A Comparative Analysis of English and Chinese Compliments

Compliment as a speech act is a tool for establishing friendship that creates ties of solidarity in different cultures.This paper introduces the background theories concerning studies of the speech act of complimenting.It makes comparison about making compliments in English and in Chinese from the perspectives of topics,semantic and syntactic structures followed by discussing differences and similarities in performing compliments in two cultures.Moreover,implications of the study to foreign language teaching and learning are provided and the significance of integrating culture teaching to enhance learner’s pragmatic competence and smooth their cross-cultural communication is emphasized.

当前汉语教材中言语行为的分布及呈现研究

言语行为教学是二语语用教学中的核心内容之一。本研究选取“请求”“感谢”“道歉”三类常见的言语行为作为代表,对5套汉语教材中言语行为的类型、频次、分布特征、呈现内容和呈现形式等5个方面内容进行了调查,结果发现当前汉语教材在言语行为教学方面存在级别呈现频次不平衡、直接和间接策略呈现不平衡、显性和隐性教学方式不平衡、语用知识呈现不足等问题。本文针对这些问题提出了相应的改进建议。

言语行为理论与语言教学

言语行为理论强调用语言做事和言语的社会功能或交际功能,为我们在语言教学中对语言本质的理解和解释提供了一个新的视角,对语言运用能力的培养具有重要作用。本文在言语行为理论的基础上,提供了一项教学实例分析,探讨了这一理论在语言教学中产生的影响及其作用。

目的语环境中的语言接触、语言水平与语用能力发展研究

语用能力的培养是汉语第二语言教学的重要目标,以在中国学习汉语的初、中、高三种水平的学习者为研究对象,采用定量研究和小组访谈的方法,探讨语言接触、语言水平对间接言语行为理解能力、表达能力的影响。研究结果显示:语言接触明显促进了各水平学习者语用能力的发展;互动性强、有指导性的语言接触更有益于语用理解与表达能力的提高;语用能力与语言水平并非平行发展,语言水平达到中级后语用能力才显著提升;语用中的语言表达能力更多地受到语言接触程度的影响,理解能力受语言水平影响更为明显。研究建议充分利用目的语环境,提高学习者接触汉语的量与质,促进语用能力的发展。

用言语行为理论分析教师语言的语用功能

文章先借助语料库研究教师语言的形式和特征,再以言语行为等理论为指导,分析教师语言的语言形式和语用功能,然后提出其对外语教学的启示,帮助教师调节和规范自己的语言,使教学事半功倍,收到更好的效果。

偏离型网络言语行为和国家语言文明建设

网络公民是网络空间世界的要素。网络公民的言语行为分成常规型和偏离型,偏离型网络言语行为违反一般的人际互动模型,它具有动机的破坏性、方式的隐蔽性、观念的异位性、受众的广泛性等特征。网络公民的年龄结构指数和职业结构特征警示我们必须重视偏离型网络言语行为问题,它容易引起人际互动冲突,产生语言文明问题。网络公民混淆现实世界与虚拟世界的差异、没有形成良好的网络言语行为文化、缺乏有针对性的理性思维能力是产生网络语言文明问题的原因。网络语言文明是社会文明发展的新阶段,网络言语行为管理能力是国家语言能力的要素。