任务型教学法在大学英语听力教学中的应用(6)
byregardingtheformalsystemoflanguage
ofof
functionsof
language
inuse.Systematic-functionallinguisticsfocuses
use
on
the
use
language:howpeople
language
and
how
languagevariesaccordingtoits
use.+
Systemic-functionallinguisticsmeetstheneedsofvariousgroupswith
ofpeoplewhodeal
language,such
as
language
teachingandlearning,leading
to
thedevelopmentof
function—basedsyllabuses,whichhaveattractedincreasingattention.
To
expand
the
conceptofcompetenceby
Chomsky,D.H.Hymesproposed
communicativecompetencein1971.InHymes’view,learnersacquireknowledgeof.
sentencesnot
onlyasgrammatical
butalso
as
appropriate,andlearninglanguageis
learningleads
to
to
perform
certainfunctions.AsHalliday’Sfunctionalgrammar,Hymes’theory
a
function-basedsyllabusesand
step如rther,tocommunicativesyllabuses.
consolidationofthestatus
offunctional
Becauseofthe
stronginfluenceand
a
linguistics,linguisticstudydevelopsintostatic
dynamiclanguageapplicationstudyfrom
a
language
description.Thispusheslanguageteachingintobrandnewstage:
totrainingthe
languageteachingfocusisshiftedfromimparting
languageknowledge
competenceof
teaching
languageusing.Theobjective
toitsfunctionand
oflanguageteachingisalteredfrom
totheemergenceofthe
languageforms
meaning.Prior
CommunicativeApproachintheseventiesofthetwentiethcentury,themainapproaches
Grammar-translation
Approach,Direct
Approach,and
Audio.LingualApproach…put
languageforms
inthefirstplace.ButtheCommunicativeApproachheedsthe
O
meaning
英语语言测试论文资料
andcommunicativefunctionsoflanguage,givesimportance
to
learnersinlanguage
acquaintance,and
specific
setsgreatstore
bybuildingcapacityofcommunicationaccordingto
Approach
fertilizes
the
language
needsof
learners.TheCommunicative
teaching.
theoriesandmethodsof
Foreign
language
languageteachingmethodsdevelopedrapidlyinthetwentiethcentury,
whichisdisplayedinwhich
are
two
aspects.Thefirst
one
isthe
appearance
ofvariousmethods
discussedinaboveparagraphs.Thesecond
to
one
istheshiftfromthe
object
of
teaching,thatis
say,the
language,course
book
and
teachingmethods,tothe
subject
oflearning,thelearner.Intheearlyperiodofthe20thcentury,thefocalpointofstudy
Was‘what
to
teach’and‘how
to
teach’.Teachersandresearcherspaymoreattention
to
thedesignofsyllabusesandtextbookcompilation.Butplentyof
practicesprovedthat‘teaching’is
not
equal
to‘learning’.Solearners’functioninforeignlanguagelearning
mustbestudiedbesidesthestudyofexternalfactors:language,coursebooks,and
teachingmethods.Inthisaspect,Secondlotofstudies.This
causesa
LanguageAcquisition(SLA)conducts
a
great
shiftinmethodfrom‘howtoteach’to‘howtolearn,andin
focusfrom‘theteacher’to‘thelearner’.Inthe1980s,theCommunicativeApproach
Wasdividedintotwo
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