亚洲免费av电影一区二区三区,日韩爱爱视频,51精品视频一区二区三区,91视频爱爱,日韩欧美在线播放视频,中文字幕少妇AV,亚洲电影中文字幕,久久久久亚洲av成人网址,久久综合视频网站,国产在线不卡免费播放

        ?

        Integration of Communicative Language Teaching and Speech Acts

        2021-07-23 08:38:31Chenshan
        速讀·上旬 2021年4期
        關(guān)鍵詞:北京大學(xué)出版社教程語言學(xué)

        Chen shan

        ◆Abstract:Under the circumstance of examination-oriented education, priorities are given to the word memorization, grammar analysis, and exercise drills in the English class. However, China is playing a pivotal role in the international arena now, resulting in the fact that more and more communication-skilled talents are needed. In the current pedagogical methodology, this need is doomed to dissatisfy. This essay is to analyze the speech act theory to integrate into the Communicative Language Teaching, in order to foster students comprehensive English communicative competence.

        ◆Key Words: CLT ;speech acts ; English education

        1Origin of Communication Language Teaching

        Communicative Language Teaching (CLT), which can also be referred as Communicative Approach, Notional-functional Approach, and Functional Approach, has come into being in Britain since the late 1960s. At that time, with the increasing interdependence of European countries came the need for greater efforts to teach adults the major languages of the European Common Market. Then the following ten years have witnessed its overnight widespread in the world. As a result, this teaching method aiming to develop the faculty of learners communicative competence took priorities over other methods.

        2Current Situations of Communicative Language Teaching

        Until now, CLT still have many followers in the foreign language teaching. However, with the advent of globalization, on the one side, cooperation voices loudly internationally; on the other hand, competitions among different countries are marching in a more implicit and involving-all way, especially the cultural competitions. Now, mere fluent communication cannot meet the needs for the current affairs, its required that we should penetrate other countries culture. Under this circumstance, cross-cultural communication plays a more and more importance role in the foreign language teaching. The newly emerging performed culture is the production of this trend, which aims at training learners to socialize their foreign language, to become part of the target community and leaner from others, to recognize the expectation and accept the expectations of foreign language learning, and to work toward, contribute to common goals and make themselves assets into the target community.

        Suppose that one accidentally bumps into an older person in a department store, causing her to drop some packages. Which of the following apologies would be the most appropriate? (A)? Forgive me, please. (B) Im really sorry. Are you okay? (C) Lady, such things happen. (D) Hey, watch where youre going. Have you ever been trapped by this multiple choices in your exam as a senior high school students or junior high school student? All of these answers are grammatically correct, but maybe one answer is more appropriate than the other three. Hence, it has become obvious that teaching foreign language words, phrases and sentence structures without accounting for sociocultural context may be trapped into a linguistic dilemma where communicative purpose can by no means be achieved.

        3Key Elements of Speech Acts

        A speech act is a functional unit in communication. Austin (1962) claimed there are three kinds of utterance meaning. They are propositional or locutionary meaning, namely, the literal meaning of the utterances; illocutionary, that is, the social function that utterance or written text has; and perlocutionary force, which is the result or effect that is produced by the utterance in that given context. Moreover, according to Austin (1962) and Searle (1969) speech acts have been classified into five categories: representatives (assertions, claims, and reports), directives (suggestions, requests and command), expressives (apology, complaints and thanks), commissives (promise and threat), and declaratives (decree and declaration).

        4Integration of Communicative Language Teaching and Speech Acts

        Under the guidance of CLT, efforts are made by both teachers and learners to create an artificial atmosphere in order to achieve different communicational purposes. So the routinized question-and-answer, such as “How are you?”, “Fine, thanks. And you?”, is pervasive in the classroom activities, ignoring the social contexts and the cultural elements. To some degree, CLT is still at the level of sociolinguistic ability, which refers to the respondents skill at selecting appropriate linguistic forms in order to express the particular strategy used to realize the speech acts such as expression of regret in the apology, registration of a grievance in a complaint, specification of the objective of a request, or refusal of an invitation. As a response to new requirements rendered by the changing climates of current affairs, acquisition of sociolinguistic abilities can no longer feed us up, that is to say, socio-cultural abilities should take up its due position. Socio-cultural abilities refer to the respondents skill at selecting speech act strategies which are appropriate given the culture involved, the age and sex of speakers, their social class and occupations, and their roles and status in the interaction.

        In foreign language teaching, teachers always put all their energy to shape learners into some ideal native speakers, while the moment when those learners communicate with the real native speakers is embarrassing. As an English major, sometimes when I collect some courage to compare my written texts with the native writers, I feel I am just a dwarf in terms of words selecting and sentence structures, not to mention some elaborate conceptions used by the native. For instance, as English learners, we all know very and really have the same meaning, just like in the expression of Im very sorry and Im really sorry. But it is suggested that the nonnative speakers didnt use really in the same way that the native speakers did. Native speakers tended to make a distinction whereby really expressed a greater depth of apology, regret, and concern and very was used more for matters of social etiquette. For instance, in a situation of scalding a friend with coffee in a cafeteria, the native speakers tended to use really sorry, while nonnative speakers used very sorry, which sounded less intensified. Very often, we tend to say our way of thinking is different from that of English-speaking people, so we are highly likely to produce different utterances even within the same language. How are our ways of thinking different with each other? Culture plays a pivotal role. Different utterances output should attribute more to cultural components, which is often neglected by CLT.

        In the English classes, teachers should create communicatively meaningful situations for students to utter effective and efficient language, which should comply with the speech act theories. Except for the expected standard answers, teachers should make the language situations beyond the context. For instance, when asked “how are you?”, instead of “I am fine.”, students focus should be shifted on the following communication of “I dont feel good.” In the class setting, everything goes as the teachers plan, while the real situation always goes the other way.

        5Conclusion

        CLT is a great leap forward in pedagogy, but without dubbing the cultural elements into its power, criticisms put on it will be ceaseless. Teachers should involve speech acts into classroom activities to give learners a holistic view of a foreign language. Foreign language learners do not necessarily and seldom can behave like native speakers, but they can become better listeners and react more appropriately to what native speakers say to them. Learners are required to notice similarities and differences in the speech acts between themselves and the native speakers.

        References

        [1]胡壯麟.語言學(xué)教程[M].北京:北京大學(xué)出版社,2006.

        [2]AustinJ.How to Do Things with Words [M].London:Clarendon Press,1962.

        猜你喜歡
        北京大學(xué)出版社教程語言學(xué)
        A Cognitive Study of English Body Idioms in Textbooks from the Perspective of Conceptual Metaphors
        西部論叢(2018年11期)2018-10-19 09:11:24
        挽碧制作教程
        意林(2018年15期)2018-08-31 04:33:20
        The Images of Hua Mulan in Chinese and American films
        認(rèn)知語言學(xué)與對(duì)外漢語教學(xué)
        A Pragmatic Study of Gender Differences in Verbal Communication
        高效渲染教程
        Overseas and Domestic Research Status of Analysis of Humor from the Perspective of Cooperative Principle
        《閱讀教程》三、四冊(cè)修辭格分析
        實(shí)踐 學(xué)習(xí) 在實(shí)踐——《新聞個(gè)案教程》開講五年實(shí)錄及思考
        中國記者(2014年3期)2014-05-14 06:53:30
        語言學(xué)與修辭學(xué):關(guān)聯(lián)與互動(dòng)
        国产乱码精品一区二区三区久久| 中文亚洲爆乳av无码专区| 国产精品国产午夜免费看福利| 亚洲24小时免费视频| 国产成人精品无码一区二区三区| av蓝导航精品导航| 国产精品福利久久香蕉中文| 在线视频自拍视频激情| 国产午夜福利片在线观看| 亚洲国产成人久久一区| 亚洲AV无码国产精品久久l| 亚洲av综合日韩精品久久| 欧洲多毛裸体xxxxx| 国产乱人伦偷精品视频| 亚洲成A人A∨久在线观看| 91成人国产九色在线观看| 三级全黄的视频在线观看 | 久久久亚洲精品蜜臀av| 精品日韩一级免费视频| 午夜内射中出视频| 国产成+人+综合+亚洲专| 少妇特殊按摩高潮对白| 日韩亚洲欧美久久久www综合| 永久免费av无码网站性色av| 完整在线视频免费黄片| 亚洲av毛片在线免费看| 国产乱国产乱老熟300部视频 | 伊人久久久精品区aaa片| 亚洲AV无码成人精品区网页| 日韩国产一区二区三区在线观看 | 精品黄色国产一区二区| 精品一区二区三区免费视频| 猫咪www免费人成网最新网站| 一区二区三区四区四色av| 大奶白浆视频在线观看| 国产乱子伦在线观看| 无码一区二区三区久久精品| 狼人伊人影院在线观看国产| 亚洲av最新在线网址| 亚洲天堂av免费在线看| 日韩精品极品系列在线免费视频 |