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The Communicative Approach
Origins of Communicative Approach or Communicative Language Teaching (CLT)
Is an English teaching approach created in the
60’s 70’s in Great Britain that makes use of
real-life situations than necessitate
communication.If students are involved in meaning-focused communicative
tasks, then “language learning will take care of itself”
(Allwright 1979, p.170)
language
communicatio
n
Theory
IntroductionCommunicative Approach or Communicative Language
Teaching (CLT)
Hymes (1972)
The communicative method (Linas Semistraitis (Vilnius Pedagogical University)Peculiarities of the Communicative Approach in Teaching English.
defines objectives
Why CLT is a good way to learn a language?
Language is interaction; it is an interpersonal activity and
has a clear relationship with society. In this light, language
study has to look at the use (function) of language in
context, both its linguistic context (what is uttered before
and after a given piece of discourse) and its social, or
situational, context (who is speaking, what their social roles
are, why they have come together to speak.
(Berns 14,
p.5)
Ventajas de la pantalla panorámica
Communication can be divided into two categories:
OUTPUT
Speaking
Writing
Input
Reading
Listening
Communication involves
the integration of different
language skills
International Language Centre Language Link(http://jobs.languagelink.ru/)
AdvantagesLanguage
need not be laboriously monotonous
and 'medium' orientated.
Communicative approach seeks to personalise and localise language and adapt it to
interests of pupils. Meaningful language is always more easily
retained by learners. Communicative approach is not just limited to oral skills. Reading and writing
skills need to be developed to promote pupils' confidence in all four skill areas
In the communication, the answer is unexpected and related to the questions only associatively. During a language lesson, such dialogues can
reflect spontaneous situations.Unlike the audio-lingual method of language teaching, which relies on repetition and drills, the communicative
approach can leave students in suspense as to the outcome of a class exercise
Communicative Language Teaching characteristics:
1. Focuses on language as a medium of communication.
2. Classroom activities maximize opportunities for learners
to use target language in a communicative way for
meaningful activities.
3. CLT is much more pupil-orientated because dictated by
pupils’ needs and interests.
4. Errors are a natural part of learning language process.
Communicative Language Teaching characteristics:
5. CLT is not just limited to oral skills.
6. Grammar can still be taught, but less systematically.
7. Important not to be restricted to textbook.
8. Use of visual stimuli.
Activities in CLT typically involve students in real or
realistic communication where the successful
achievement of the communicative task they are
performing is at least as important as they accuracy of
their language use.
Many proponents of Communicative Language Teaching have advocated the use of "authentic," "from-life" materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspapers, or graphic and visual sources around which communicative activities can he built, such as maps, pictures, symbols, graphs, and charts. Different kinds of objects can be used to support communicative exercises, such as a plastic model to assemble from directions. (Rogers, w/d)
REALIA
They become active
facilitators of their
students’ learning.
Teacher sometimes
acting as referee or
monitor.
Role of the teacher in CLT
Role of the learners in CLT The student participation
in classroom activities
increase.
Students are more
responsible managers of
their own learning.
Role of instructional materials in CLT
A wide variety of materials have been
used to support communicative approach
to language teaching.
In CLT view materials is a way of
influencing the quality of classroom
interaction and language use.
Materials thus have the primary role of
promoting communicative language use.
Conclusions
Communicative Language Teaching is best considered an approach
rather than a method.
CLT appealed to those who sought a more humanistic approach to
teaching, one in which the interactive processes of communication
received priority.
The adoption of a communicative approach raises important issues
for teacher training, materials development, and testing and
evaluation.
Because of the increased responsibility to participate, students may
find they gain confidence in using the target language in general.
References
Harmer, Jeremy. (2008) The practice of English language teaching. England: Pearson Longman.
Rogers, Carl. (w/d) Alternative Methods. Available in: http://www2.vobs.at/ludescher/Alternative/methods/alternative/methods.index.htm