A Communication-action Orientated Approach in Foreign Language Teaching
As one of the most popular foreign language teaching methods at present, the communicative language teaching approach (CLT) is a real reversal in response to its predecessors, especially its essential concept—communicative competence.This concept has opened up new horizons for foreign language teaching and has achieved a great success since its naissance.However, research has been steadily improving in foreign language teaching area.Charged of negligence of the social-cultural aspect of teaching and learning, the CLT will then be perfected by the action-oriented approach launched by the Council of Europe in the 1990s.In this paper, after a brief analysis of the characteristics of these two approaches and their relationship, we will draw a conclusion that the actionoriented approach, instead of replacing the CLT, is an extension of the latter and surpass it to a certain extent.It is in this spirit that we propose to develop a teaching program called communication-action oriented approach.We will focus on four principals of this program: from learning to learning-use; from interaction to co-action; from micro-task to pedagogical project; from evaluation of knowledge to evaluation of competences.In fact, it is not a simple combination of CLT and action-oriented approach, but an integration of them between which there is an undeniable continuity and internal consistency.
foreign language teaching CLT actionoriented approach
Zhu Zhenyun
School of Foreign Languages,Tongji University,Shanghai,China
国际会议
The First International Symposium on Pedagogical Research(第一届教学法国际学术研讨会)
上海
英文
184-186
2013-11-14（万方平台首次上网日期，不代表论文的发表时间）