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Communicative Language Teaching (CLT)
Group 5
Pham Thanh Tu Bach Hai Au Nguyen T.Huyen Trang Pham Van Vu Ngoc Hai Yen
ContentsI. Introduction:II.Body
1.Feature 2.Learners’ roles3.Teachers’ roles4.Classroom
activities5.Disadvantages
III.Conclusion
Introduction:
What is CLT?Longman Dictionary of Language Teaching & Applied Linguistics defines the Communicative Approach or Communicative Language Teaching as “an APPROACH to foreign or second language teaching which emphasises that the goal of language learning is COMMUNICATIVE COMPETENCE. ” (Richards et al 1992:65) According to the same dictionary, the approach which has been developed by British applied linguists as a reaction away from grammar-based approaches
CLT?
• CLT is a meaning – based , learner – centered approach to L2 teaching
•Fluency is given priority Over Accuracy.
Spada .N (2007)
CLT?
• UMBRELLA TERM to describe learning sequences which aim to improve the students’ ability to communicate. (pg.70)
The aims of CLT
The Goal of language teaching:
Communicative competence
Communicative competence is the
goal
desire to communicate
communicative purpose
Content NOT form
variety of language
NO teacher intervention
NO material control
Information gap
The features of CLT
Learner Roles
The emphasis of CLT on the proccess of communication leads to different
role(s) of learners .
Learner RolesLearner Roles
Learners’ Roles
Negotiators
Teachers’ roles
Faciliate the communication proccess between all participants in the classroom , and between these participants and the various activities and texts
Act as ‘an independent’ participant within the learning teaching group
Facilitator
Monitor
Classroom activities
Role
play
interviews
Language
exchange
Classroom activities used in communicative language teaching can
include the following
Information gap
Games
Pairwork
Disadvantages•Over crowded class
• Teacher’s monitoring abilities
• Fluency NOT accuracy
• Learners’ levels
Disadvantages • The adoption of CLT needs the
important issues for:
1. Teacher training
2. Materials developments
3. Testing
4. Evaluation
So, CLT is NOT suitable for every teacher and every class.
Conclusion CLT is best considered an approach rather than a method . It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures .