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Unit 2 Communicative Principles and Task-based Language teaching Aims of the unit:
1. how is language learned in classrooms different from language used in real life?
2. What is communicative competence?
3. What are the implications of CLT to teaching and learning?
4. What are the main features of communicative activities?
5. What is Task-based Language Teaching?
6. How is Task-based Language Teaching different from PPP?
7. Are there imitations of CLT and TBL?
I. Language use in real life vs. traditional pedagogy
Task 1.
Generally speaking language use in real life differs from traditional language teaching pedagogy in the following aspects:
In real life
In traditional pedagogy
How is Lang. used /taught?
1.Perform certain com- municative functions
2. Use all four skills
1.Focus on forms rather than functions
2 Focus on one or two skills
What parts of lang. are used/ taught
Language is used in a certain context
Isolate language from its context
II. What is communicative competence?
1. The goal of CLT
The goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.
Task 2:
“Why don’t you close the door?”—a real question, a command or a complaint?
Task 4:
understandableDiscuss the possible meaning and function each may have.
l Flight CA 937 is now landing.
l The train is leaving in ten minutes.
l She is always complaining whenever you talk to her.
l He is making progress slowly
From the above tasks we can see that one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms.
2. Five main components of communicative competence.
Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency.
(1) Linguistic compe tence: “is concerned with knowledge of the language itself, its form and meaning”(Hedge, 2000)
(2) Pragmatic competence: is concerned with the appropriate use of the language in social context.
(3) Discourse competence: refers to one’s ability to create coherent written text or conversation and the ability to understand
them.(Canale and Swain, 1980)
(4) Strategic competence: similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.
(5) Fluency: one’s ability to “link units of speck together with facility and without strain or inappropriate slowness or undue hesitation”(Hedge)
3. Language competence and communicative competence
(1) Chomsky’s theory: competence simply means knowledge of the language system: grammatical knowledge in other words
(2) Hymes’s theory: “there are “rules of use without which the rules of grammar would be useless”. Besides grammatical rules, language use is governed by rules of use, which ensure that the desired or intended functions are performed and the language used is appropriate to the context.
(3) Communicative competence: according to Hymes, communicative competence means people should know “what to sa y to whom and how to say it appropriately in any given situation”, which includes four aspects: . grammatically acceptable
. understandable
. social norms
. actually use
4. Implications for teaching and learning
Task 5:
Communicative competence
Implications for language teaching
(Teachers need to help learners)
Linguistic competence
l Achieve accuracy in the grammatical forms of the languages; l Pronounce the forms accurately;
l Use stress, rhythm and intonation to express meaning;
l Build a range of vocabulary;
l Learn the script and spelling rules.
l Achieve accuracy in syntax and word formation.
Pragmatic competence
l Learn the relationship between grammatical forms and functions;
l Use stress and intonation to express attitude and emotion;
l Learn the scale of formality;
l Understand and use emotive tone;
l Use the pragmatic rules of language.
l Select language forms appropriate to topic, listener or setting, etc.
Discourse competence
l Take longer turns, use discourse markers and open and close conversations;
l Appreciate and be able to produce contextualized written texts in a variety of genres;

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