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Making Communicative Language Making Communicative Language Teaching Happen in Chinese Classroom: Activities, Activities, Activities. Dongdong Chen Seton Hall University May 15, 2010 Dongdong.chen@shu.edu. Agenda. What is the goal of teaching Chinese?

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Making Communicative Language Making Communicative Language Teaching Happen in Chinese Classroom:Activities, Activities, Activities

Dongdong ChenSeton Hall University

May 15, 2010

Dongdong.chen@shu.edu

agenda
Agenda
  • What is the goal of teaching Chinese?
  • What is Communicative Language Teaching?
  • How to make Communicative Language Teaching happen in class?
1 what is the goal of teaching chinese
1. What is the goal of teaching Chinese?
  • What is the goal of learning Chinese?

78%Communication

6%Career

6%Culture

3%Challenge

3%Study abroad

3%Other

the goal of learning chinese is
The goal of learning Chinese is

Communication

The core of the 5C’s

What does communication include?

  • interpersonal:

engage in conversation, provide/obtain information, express oneself, exchange ideas with others

  • interpretive:

understand/interpret spoken and written language on a variety of topics

  • presentational:

present information/concepts/ideas to an audience (listeners or readers) on different topics

  • Make Communicative Language Teaching happen in class
2 what is communicative language teaching
2.What is Communicative Language Teaching?

Communicative Language Teaching is an approach which seeks to develop learners who have “communicative competence”(Hymes, 1971).

A communicatively competent learner is someone who “knows how, when, and why to say what to whom.”

--grammatical

--appropriate

--natural

--socially acceptable

 bring real-life communication to the class

communicative competence
Communicative competence
  • Hymes’ (1972) communicative competence
  • Whether something is formally possible
  • Whether something is feasible in virtue of means of implementation available
  • Whether something is appropriate in relation to a context in which it is used and evaluated
  • Whether something is in fact done, actually performed, and what its doing entails
  • Canale and Swain’s (1980) four dimensions of communicative competence
  • Grammatical competence: knowing what are good language forms, i.e., grammar, lexis
  • Sociolinguistic competence: knowing when to use what language in a what context
  • Discourse competence: knowing how to interpret the language and work out implications
  • Strategic competence: knowing how to initiate, maintain, repair or terminate a communication
what do we instructors usually do in class
What do we, instructors, usually do in class?

Presentation

Practice

Production

Repetition, pattern drillsLearn to communicate

Learners end up not able

to communicate

Why is learners’ communicative competence not developed?

Because we didn’t provide a communicative language teaching.

Presentation

Practice

Presentation

3 how to make communicative language teaching happen in class
3.How to Make Communicative Language Teaching happen in class?

Activities, Activities, Activities

3 how to make communicative language teaching happen in class1
3. How to make Communicative Language Teaching happen in class?

Follow 3 Principles of CLT Practices (Richards & Rodgers 2001, p. 161)

1. Communication principle:

“Activities that involve real communication promote learning.”

2. Meaningfulness principle:

“Language that is meaningful to the learner supports the learning process.”

3. Task principle:

“Activities in which language is used for carrying out meaningful tasks promoting learning.”

what are activities tasks
What are Activities/Tasks?

“Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”

(Willis, 1996, p. 23)

traditional ways of teaching presentation practice production
Traditional ways of teaching: Presentation, Practice, Production

“learn to communicate”

criterial features of a task ellis 2003 pp 9 10
Criterial features of a task (Ellis 2003, pp. 9-10)
  • A task is a workplan.
  • A task involves a primary focus on meaning.
  • A task involves real-world processes of language use.
  • A task can involve any of the four language skills.
  • A task engages cognitive processes.
  • A task has a clear defined communicative outcome.
slide14

王朋是学生,李友也是学生。

 _____________________

Is filling in the blank a task?

How about translation?

A: May I ask what your surname is?

____________________

B: My surname is Li. May name is Li You.

____________________

examples of
Examples of

Activities

slide16

Integrated Chinese Level 1 Part I (Liu et al, 2008)

Chapter 1 (Part I)

A: 你好!

B: 你好!

A: 请问,你贵姓?

B: 我姓李。你呢?

A: 我姓王。李小姐,你叫什么名字?

B: 我叫李友,王先生,你叫什么名字? 

A: 我叫王朋。

Chapter 1 (Part II)

A:王先生,你是老师吗?

B: 我不是老师,我是学生。李友,你呢?

A: 我也是学生。你是中国人吗?

B: 是,我是北京人。你是美国人吗?

A: 是, 我是纽约人。

activity 1 role plays in a real life situation
Activity 1---- Role-plays in a Real-life Situation
  • Procedures:

1. Students are required to work in pairs to greet to each other

2. Students are required to use the dialogue in the text, but they should use their names

3. Students are required to act in front of the class

  • Objectives:

This activity aims at practicing what being learned in an engaging fashion.

ENGAGING

activity 2 watch listen and learn
Activity 2----Watch, Listen and Learn
  • Procedures:

1. Play a silent movie clip or a video tape which involves an authentic dialogue on Greetings

2. Ask students to create a possible dialogue that best reflects the scene in the clip

3. Have students to watch the clip (with the sound) and dictate what is said

4. Introduce the useful expressions used in the movie clip (put the expressions on PPT)

e.g., Formal

A: 认识您很高兴。

B:认识您我也很高兴。

Informal

A: Person’s name, 好久不见,怎么样? Person’s name, 忙吗? Person’s name, 还好吗? Person’s name, 吃了吗?

B: person’s name ,还好,你呢? person’s name ,挺忙,你呢? person’s name ,不错,你呢? person’s name ,吃了,你呢?

  • Objectives:

This activity aims at arousing students’ attention that people greet to each other differently depending on circumstance, and that different expressions are used accordingly. This activity also introduces new vocabulary and expressions.

EXPANDING

activity 3 greeting on different occasions
Activity3: ---- Greeting on Different Occasions
  • Procedures:

1. Divide students into several pairs

2. Provide each pair with a written description or a picture reflecting a different situation

3. Each pair makes a dialogue involving Greetings based on the description

4. Each pair is required to act their dialogue in front of the class

5. Ask the class to make notes while listening to other pairs performing, and then compare notes

  • Objectives:

This activity aims at engaging students to determine various circumstances, identify right expressions, and perform a dialogue. Students communicate with each other for the real-life purposes

Enhancement

activity 4 communicate in the real life situations
Activity 4----Communicate in the real-life Situations
  • Procedures:

1. Each student is required to greet to a Chinese speaker after the class

2. Each student is required to record the conversation

3. Each student must submit his/her recorded conversation

Or

Get a native speaker to come to the classroom

  • Objectives:

COMMUNICATION

family
Family
  • Activity 1
  • Students work in pairs to describe their family photos
  • Students describe to the class what his/her partner’s family

Engaging

  • Activity 2
  • Students working in pairs are each provided with a family photo, which looks similar, but is different in some aspects (e.g., grandfather vs. father; doctors vs. teachers in terms of profess)
  • Each student is required to talk about the family photo

Expanding

  • Activity 3
how to make communicative language teaching happen in chinese classroom
How to Make Communicative Language Teaching Happen in Chinese Classroom?

Activities, Activities, Activities

Engagement, Expansion, Enhancement

references
References
  • Bruton, A. 1999. Communicative Task-based Learning: What does It Resolve? Paper presented at the Annual Convention of the Teachers of English to Speakers of Other Languages, (TESOL), Seattle, WA, March 17-21, 1998.
  • Canale, M, and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 (1): 1-47.
  • Ellis, R. 2003. Task-based Language Learning and Teaching, Oxford: Oxford University Press.
  • Long, M. 1985. “A role for instruction in second language acquisition: task-based language teaching” in K. Hyltenstam and M. Piennemann (eds.): Modelling and Assess Second Language Acquisition. Clevedon: Multilingual Matters.
  • Prabhu, N.S. 1987. Second Language Pedagogy, Oxford: Oxford University Press.
  • Richards & Rodgers 2001. Approaches and methods in language Teaching (2nd ed.). Cambridge:

Cambridge University Press.

  • Willis, J. 1996. A Framework for Task-Based Learning, Longman.