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Communicative Language Teaching 1

Communicative Language Teaching (CLT) emerged in the late 1960s, focusing on language as a means of communication rather than mere structure. It emphasizes the importance of meaningful interaction and the development of communicative competence through various activities and learner-centered approaches. The design of CLT includes objectives, syllabi, and materials that promote real communication and contextualized learning experiences.

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24 views10 pages

Communicative Language Teaching 1

Communicative Language Teaching (CLT) emerged in the late 1960s, focusing on language as a means of communication rather than mere structure. It emphasizes the importance of meaningful interaction and the development of communicative competence through various activities and learner-centered approaches. The design of CLT includes objectives, syllabi, and materials that promote real communication and contextualized learning experiences.

Uploaded by

harosanchez.karen2002
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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COMMUNICATIVE

LANGUAGE
TEACHING
BACKGROUND
-The origins of CLT are to be found in the changes in the British language tradition
dating from the late 1960s.

-Situational Language Teaching represented the major British approach to teaching


English.

*Practicing basic structures in meaningful situation-based activities

-Noam Chomsky → theories were incapable of accounting for the fundamental


characteristic of language. → The creativity and uniqueness of individual sentences.

-Need to focus more on the communicative domain than the domain of the structures.
POINTS OF CONTRAST
Audiolingual Communicative Language Teaching

1.Attends to structure and form more than meaning. 1.Meaning is paramount

2.Demands of memorization of structure-based 2.Dialogues, if used, center around communicative


dialogues. functions and are not normally memorized

3.Language learning is learning structures, sound, or 3.Language learning is learning to communicate


words.
4.Contextualization is a basic premise.
4.Language items are not necessarily contextualized
5.Any device that helps the learners is accepted -
5.Grammatical explanation is avoided varying according to their age, interest, etc.
APPROACH
Theory of language
-The communicative approach in language teaching starts from a theory of language as communication.

-The goal of language teaching is to develop what Hymes referred to as “communicative competence”; in
this, linguistic theory needed to be seen as part of a more general theory incorporating communication and
culture.

Theory of learning
-Activities that involve real communication promote learning.

-Activities in which language is used for carrying out meaningful tasks promote learning.

-Language that is meaningful to the learner supports the learning process.


DESIGN
Objectives
1.An integrative and content level
2.A linguistic and instrumental level
3.An effective level of interpersonal relationship and conduct
4.A level of individual learning needs
5.A general educational level of extra-linguistic goal
The syllabus

-Includes descriptions of the objectives of foreign language courses

-Situation in which they might typically need to use a foreign


language

-The topics they might need to talk about

-The function they needed language for

-The notions made use of in communication

-Vocabulary and grammar


Types of learning and teaching activities
-The range of exercise types and activities compatible with a communicative approach is unlimited.

*Enable learners to attain the communicative objectives

*Engage learners in communication

*Require of the use of communicative processes as information sharing, negotiation of meaning


and interaction

-Classroom activities are often designed to focus on completing tasks that are mediated through
language.

Littlewood (1981) distinguishes between “functional communication activities” and “social


interaction activities” as major activity types in CLT.
Learner roles Teacher roles

-Negotiator (active participant) →contribute as much -Facilitator


as he gains
-Act as an independent participant
-In some accounts of CLT, learners bring
preconceptions of what teaching and learning should -Analyst
be like
*No text -Counselor
*Grammar is not presented
-Group process manager
*Classroom arrangement is nonstandard
*Correction of errors may be absent or infrequent
Materials

-Materials are a way of influencing the quality of classroom interaction and language use.

-Materials have the primary role of promoting communicative language use.

-Kinds of materials currently used in CLT:

*Text-based.- theme, task analysis, practice situation description, stimulus presentation,


comprehension questions, and paraphrase exercises.
*Task-based.- exercise handbooks, cue cards, activity card, pair-communication practice
materials, and student-interaction practice booklets.
*Realia.- signs, magazines, advertisements, and newspapers, or graphic and visual
sources, such as maps, pictures, symbols, graphs, and charts.
PROCEDURE
1. Presentation of a brief dialog or several mni-dialogues
2. Oral practice of each utterance of the dialogues
3. Questions and answers based on the dialogues
4. Questions and answers related to the student’s personal experiences
5. Study on of the basic communicative expressions
6. Learner discovery of generalization or rules
7. Oral recognition, interpreted activities
8. Oral production activities
9. Copying of the dialogues
10. Sampling of the written homework assignment
11. Evaluation of learning (oral only)

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