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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.
1 Introduction
Language is an instrument for human communication, the ultimate goal of language teaching is to help the students to develop their communicative competence. To cater for such communicative needs, the universities and colleges are now focusing on the cultivation of college students’ communicative competence or abilities. As the most basic and primary language application skill, listening plays an important role in communication. listening class should be
the important place for Chinese students to acquire authentic English. How to teach listening successfully and efficiently has become a hot topic among many college teachers of English. In this paper, first I will give brief introduction to the Communicative Language Teaching Approach, a quite good approach to teach listening, and then discuss how to apply it to listening activities. 2 The Communicative Language Teaching Approach Theoretically, the Communicative Language Teaching Approach is based on three main theories: Halliday’s Systemic-Functional Grammar; Hymes’ (1972) Communicative Competence; Austin’s(1962) Speech Act Theory.(Melrose,1991)
The Communicative Approach has six main characteristics:
1) Language drills, recitation and isolation grammar exercises are not the ways to acquire any language. Analysis of language is done in specific contexts. Classroom goals are focused on all of the components of communicative competence.
2)Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language
(e.g. seeking information/apologizing/ expressing likes and dislikes, etc.) for meaningful purposes.
Organizational forms are not the central focus but rather aspects of language that enable the learners to accomplish those purposes.
3) Fluency and accuracy are seen as complementary principles underlying communicative techniques. 4) In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.
5) In the classroom, it is the learners themselves who direct the activity. The teacher just offers guidance and help.
6) Errors are a natural part of learning language. Learners trying their best to use the language creatively and spontaneously are bound to make errors. Constant correction is unnecessary and even counter-productive.
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2022-04-16
