15963906 Communicative Language Teaching

7/28/2019 15963906 Communicative Language Teaching

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Communicative language

Teaching

Principles and Application for the

Classroom


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Change of Goals

In recent years there have been marked

changes in the goals of language teaching.

The goal has changed from being accurate in

the target language to being able tocommunicate effectively in the target

language.

Linguistic competence vs. communicative

competence.


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5 Features of CLT

An emphasis on learning to communicate through interaction inthe target language.

The introduction of authentic texts into the learning situation. The provision of opportunities for the learners to focus, not only

on language but also on the learning process itself.

An enhancement of the learners own personal experiences asimportant contributing elements to classroom learning. An attempt to link classroom language learning with language

activation outside the classroom. -Nunan 1991


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Model Lesson: Slang

Objective: Students will be able to: understand anduse slang in authentic communicative situations.

Review: What do students already know about slang.

Present: Introduce new words and go over their

meaning. Practice: Do controlled activities using activity sheet.

Produce: Students create and practice role playingwithin the context given by the teacher.

Assess


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Reviewing Principles

What are the goals of the teacher who uses CLT? What is the role of the teacher? What is the role of the

students? What are some of the characteristics of the teaching/learning

process?

What is the nature of the student-teacher interaction? What isthe nature of the student-student interaction? How are the feelings of the students dealt with? How is language viewed? How is culture viewed? What areas of language are emphasized? What skills are

emphasized?

What is the role of the students native language? How is evaluation accomplished? How does the teacher respond to student errors?


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What is the role of the students native

language?

Judicious use of the mother tongue is

permitted in CLT.


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What areas of language are emphasized? What

skills are emphasized?

Function over form

Students work with the language at the

discourse level.

Students work on all four skills.


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What are the goals of the teacher

who uses CLT? The goal is to enable students to

communicate in the target language. To do

this students need knowledge of the

linguistics forms, meanings and functions


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What is the role of the teacher?

What is the role of the students? The teacher facilitates communication in the

classroom.

Students are seen as more responsible

managers of their own learning.


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What are some of the characteristics of the

teaching/learning process?

Almost everything that is done is with a

communicative intent.

Students use the target language a great deal

through communicative activites. In communication the speaker chooses what

he/she will say. It is spontaneous.

True communication is purposeful. Emphasis on group work.


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What is the nature of the student-teacher

interaction? What is the nature of the

student-student interaction? Teacher establishes situations that promptcommunication between students.

Sometimes the teacher is a facilitator,

sometimes a co-communicator. Students interact a great deal with each

other. They do this in a variety of

configurations.


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How are students feelings dealt

with? By learning to communicate students will be

more motivated to study the target language

since they will feel they are putting the

language to use.


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How is language viewed? How is

culture viewed? Language is for communication.

Culture is the everyday lifestyle of the people

who use the language.


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How is evaluation accomplished?

Teacher evaluates not only students accuracy

but also their fluency.

Teacher can informally evaluates students

while performing role as facilitator and co-communicator.

Teacher can use integrative test which has a

real communicative function.


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How does the teacher respond to

student errors? Errors are tolerated during fluency-based

activities.

Errors are seen as a natural outcome in

development of communication. Teachers may note errors during fluency

based activities and return to them later with

an accuracy-based activity.

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15963906 Communicative Language Teaching