英语论文网

competence the goal of language teaching but also to develop procedures for the four language skills. The functional view of language is the primary one behind the communicative method. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence”, which involves being able to use the language appropriately to a given social context. Communicative language teaching assumes that language teaching will reflect the particular needs of the target learners. These needs may be in the domains of reading, listening, writing, or speaking. And each of the former skills can be approached from a communicative perspective. Teachers in communicative classrooms will find themselves talking less and listening more. The teacher has two main roles: the first role is to facilitate the communicative process between all participants in the classroom, and between the various activities. The second role is to cat as an independent participant within the language-teaching group. The teachers set up the exercise, but the students' performance is the goal. So, the teachers must step back and observe, sometimes acting as a monitor. A classroom during a communicative activity is not quiet. The students do most of the speaking, and the classroom during a communicative exercise is active. To participate, students may find they gain confidence in using the target language. Students are more responsible mangers of their own learning. Thus creativity is incorporated into communicative competency. Focusing purely on language form i.e. syntactic structures was considered too narrow. Communicative language teaching therefore seeks to bring learners into closer contact with authentic language examples together with the promotion of fluency over accuracy. C. Comparison of the features of SLT and CLT We can summarize and contrast the major distinctive features of the Situational Approach and the Communicative Approach concerning oral English teaching as follows: Situational approach Communicative Approach Language teaching begins with the spoken language. Material is taught orally before it is presented in written form. Communication involves the integration of different language skills. New language points are introduced and practiced situationally. The target linguistic system will be learned best through the process of struggling to communicate. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. Vocabulary is selected according to the necessity in communication Items of grammar are graded following the principle that simple forms should be taught before complex ones. Grammar is taught in communicating with each other. Teacher controls the learners and prevents them from doing anything that conflicts with the theory. Teacher helps learners in any way that motivates them to work with the language. Mistakes are bad and should be avoided, as they make bad habits Learning is a process of creative construction and involves trial and error. Analogy is a better foundation for language learning than analysis, the meanings of words can be learned only in a linguistic and cultural context Learners learn a language through using it to communicate. Accuracy should be emphasized Fluency is an important dimension of communication. The sequence of units is determined by principles of linguistic complexity Sequence is determined by any consideration of content, function