Современная наука: новые подходы и актуальные исследования
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тасболатова 249-256 страницы, 2022
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The development of communicative language teaching was bolstered by new academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching, partly in response to Chomsky's insights into the nature of language. Chomsky had shown that the structural theories of language then prevalent could not explain the variety that is found in real communication. [7] In addition, applied linguists like Christopher Candlin and Henry Widdowson observed that the current model of language learning was ineffective in classrooms. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures. An influential development in the history of communicative language teaching was the work of the Council of Europe in creating new language syllabi. When communicative language teaching had effectively replaced situational language teaching as the standard by leading linguists, the Council of Europe made an effort to once again bolster the growth of the new method, which led to the Council of Europe creating a new language syllabus. Education was a high 202 priority for the Council of Europe, which set out to provide a syllabus that would meet the needs of European immigrants.[7] Among the studies that it used in designing the course was one by a British linguist, D. A. Wilkins, that defined language using "notions" and "functions," rather than more traditional categories of grammar and vocabulary. The new syllabus reinforced the idea that language could not be adequately explained by grammar and syntax but instead relied on real interaction. References: [1] Nunan, David (1991-01-01). "Communicative Tasks and the Language Curriculum". TESOL Quarterly. 25 (2): 279-295. [2] J., Savignon, Sandra (1997-01-01). Communicative competence: theory and classroom practice: texts and contexts in second language learning.McGraw-Hill. [3] Bax, Stephen (2003-07-01). "The end of CLT: a context approach to language teaching". ELT Journal. 57 (3): 278-287. © жүктеу/скачать 4,99 Mb. Достарыңызбен бөлісу:
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