How Do Teachers Apply Communicative Language Teaching Effectively in Classroom?

How Do Teachers Apply Communicative Language Teaching Effectively in Classroom?
Introduction:
This article aims to e*plore solutions to some language teaching problems in the CLT conte*t in Nanjing Foreign Language School. It first refers to some literal review as to the theories concerning CLT and then tries to rationalize the possible teaching methods recommended accordingly.
Conte*t:
A general idea of the methodology used in our school
The school the author has been teaching in is a highly prestigious one with students gifted in language learning. Students take a preselected e*amination to be enrolled in junior high and another one to senior high three years later. Teachers use the original teaching material for native English lea
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ith unfamiliar le*ical items, teachers usually put them on slides and provide enough sample sentences with the target phrases. Students then are asked to take notes on them and feel the language by themselves. They craze on communication and the fear to intervene may, to some e*tent, result in the fact that students see teachers teaching nothing during class and thus the respect for teacher and authority has been decreasing.
Inspired by the phenomenon mentioned above, the author is trying to focus on the following questions: What is communicative language teaching and what should teachers do to apply it in the classroom teaching effectively and respectably?
Literature Review:
The key principles of Communicative approach
It is believed that language is a vehicle for the e*pression of functional meaning and the primary function of language is to e*ercise interaction and communication. Littlewood (1981:1) states: "One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language". In communicative approach, an independence from the teacher, or the learners autonomy, is also generally considered essential for success in language learning.(Davies, P & Peavse, E 2000) To put different theories together, communicative language teaching is viewed as a theory of language teaching that starts from a communicative model of language and language use, and that seeks to translate this into a design for an instructional system, for material, for teacher and learner roles and behaviors, and for classroom activities and techniques. (Richards,J & Rodgers, T 2001)
Theory of language
On the whole, communicative approach recognizes fostering a communicative competence as its main goal. Chomsky raised the concern of the concept competence but merely put it as linguistic system.
Hymes(1971) furthered Chomskys theory of communicative competence as a notion which includes not only the knowledge of grammar rules( linguistic competence) but also the knowledge of the rules as how to use the language (communicative competence). He then e*plained his theory in terms of four factors:
Whether (and to what degree) something is formally possible.
Whether (and to what degree) something is feasible in virtue of the means of implementation available.
Whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a conte*t in which it is used and evaluated
Whether (and to what degree) something is in fact done, a ……（未完，全文共18447字，當(dāng)前僅顯示3317字，請(qǐng)閱讀下面提示信息。收藏《How Do Teachers Apply Communicative Language Teaching Effectively in Classroom?》）