【正文】 ffering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to bine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language. Interactional View: It considers language as a municative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of municative context. Some of the language learning approaches and methods based on this view of language are: Strategic interaction。 municative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America. One influential result is the audiolingual method, which involves endless “l(fā)isten and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the AudioLingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problemsolving task.Constructivist theory: Learning is a plex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socioconstructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’ municative petence.2. What is municative pentence? Try to list some of its ponents and their implication to teaching.Communicative pentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in municative situations. According to Hedge, it includes five ponents. Linguistic petence knowledge of the language itself, its form and meaningPragmatic petence the appropriate use of language in social contextDiscourse petence one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or prehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic petence strategies one employs when there is munication breakdown due to lack of resourcesFluency one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic petence Teachers need to help learners achieve accuracy in the grammatical forms of the language。use stress, rhythm, and intonation to express meaning。learn the script and spelling rules。use stress and intonation to express attitude and emotion。understand and use emotive tone。select language forms appropriate to topic, listener, or setting, etc.Discourse petenceTeachers need to help learnerstake longer turns, use discourse markers and open and close conversations。be able to use cohesive devices in reading and writing texts。to use a range of municative strategies。process language and respond appropriately with a degree of ease。s criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of municative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitud