COMMUNICATIVE LANGUAGE TEACHING Ma.Isabel Huaccho S. Albert Pérez Farro Enrique A. Rojas Rojas
FEATURES Based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
The communicative approach could be said to bethe product of educators and linguists who hadgrown dissatisfied with the audio-lingual andgrammar-translation methods of foreign languageinstruction. Emphasis on learning to communicate through interaction in the target language. Focus, not only on the language but also on the learning process itself.
TEACHER’S ROLE•A teachers main role is a facilitator andmonitor .•Lessons are usually theme or topic based.•Lessons are built round situations/functionspractical and authentic in the real world e.g.asking for information, complaining,apologizing, job interviews, telephoning.•Emphasis is on communication andmeaning rather than accuracy.
•Communicative competence is the desiredgoal.•Authentic listening and reading texts are usedmore often.•Feedback and correction is usually given bythe teacher after tasks have been completed,rather than at the point of error, thusinterrupting the flow.
• Learners are often more motivated with this approach as they have an interest in what is being communicated, as the lesson is topic or theme based.• Learners practice the target language a number of times, slowly building on accuracy. LEARNER’S ROLE •Learners interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking time, rather than just teacher to student and vice versa
negotiator participant• autonomous needs and different motivation
WHAT ARE SOME EXAMPLESWHAT ARE SOME EXAMPLES OF COMMUNICATIVE OF COMMUNICATIVE EXERCISES? EXERCISES?
Learning by teachingRole Play Surveys Games Interviews Pair Work
TASK-BASED MATERIALS• A variety of games, role plays, simulations, and task- based communication activities.• Exercise handbooks, cue cards, activity cards, pair- communication practice materials, and student- interaction practice booklets.• Pair-communication materials and others in which the partners assume different role relationships (e.g., an interviewer and an interviewee).• Still others provide drills and practice material in inter- actional formats.
• Realia consists of actual objects or items which illustrate and teach vocabulary or serve as an aid to facilitate language acquisition and production.• It concretizes vocabulary and language and places it in a frame of reference.• It also allows language learners to see, hear, and in some cases touch the objects. REALIA
AUTHENTIC MATERIALSDefined as:“Any texts written by native English speakers for nativeEnglish speakers.” ADVANTAGES: 1.Bring learners into direct contact with a reality level of specialized English. 2. Authentic materials drawn from periodicals are always up-to-date and constantly being updated
3. Authentic materials from a particular source tend to work in consistent areas of language, so, students will become experts in reading that sort of English language publication.4. Authentic materials provide us with a source of up-to-date materials that can be directly relevant to English learners needs.
THE ROLE OF GRAMMAR • In the beginning the tendency was against the inclusion of grammar in. • Currently some proponents of CLT say that grammar should be learned while communicating but others prefer to reserve time for more explicit study.
• Interactional, communicational and functional Content not form / accuracy < fluency
EVALUATION • Error is perceived as a natural part of the learning process. It is tolerated in so far as it doesn’t impair communication. • Students can be successful communicators despite having a limited linguistic knowledge. • Students are evaluated, informally (in class) or formally (through tests)not only in accuracy but also in fluency.
REFERENCES• Richards, Jack C. (2006). Communicative language teaching today. Cambridge. Cambridge University Press• Richards, Jack C. & Rodgers, Theodore S. (2001). Approaches and methods in language teaching (2nd ed.). New York. Cambridge University Press.• Savignon, Sandra J. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. United States of America. Yale University Press.