communicative language teaching


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communicative language teaching

  1. 1. Communicative Language Teaching (CLT) Group 6 The members are :
  2. 2. Definition of CLT Communicative Language Teaching is an approach to foreign or second language teaching which emphasises that the goal of language learning is communicative competence . According to the same dictionary, Communicative Language Teaching the approach which has been developed by British applied linguists as a reaction away from grammar-based approaches .
  3. 3. The aims of CLT Make communicative competence the goal of language teaching Develop procedures for the teaching of the four language skills
  4. 4. There are 5 character istics : An emphasis on learning to communicate through interaction in the target language The introduction of authentic texts into the learning situation The provision of opportunities for learners to focus, not only on language but also on the learning process itself An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. An attempt to link classroom language learning with language activation outside the classroom.
  5. 5. Learner Roles The emphasis of CLT on the proccess of communication leads to different roles of learner . The role of learner as a negotiator emerges from the role of joint negotiators within the group . The learners are expected to interact primarily with each other and correction of errors may be absent or infrequent .
  6. 6. Teacher roles The teacher has main roles Faciliate the communication proccess between all participant in the classroom , and between these participants and the various activities and texts Closely related to the objectives of the first roleand arises from it Act as ‘an independent’ participant within the learning teaching group
  7. 7. Meaning is paramount Dialogues center around communicative functions Contextualization is a basic premis Language learning is to communicate Effective communication is sought Drills occur peripherally Comprehensible pronounciation is sought Any device which helps laerners is accepted students attempt to communicate from the very beginning L1 is accepted where it is feasible Translation may be used Reading and writing start from the first day Student learn L2 through communication proccess The features of CLT
  8. 8. Communicative competence is the goal Linguistic variation is a central concept in materials and methodology The sequence is determined by consideration of content , function , and meaning The teacher helps learners to motivate them to work with the language Language is created through trial and errors Fluency is the primary goal Students interact with other people The teacher can’t know what language the student will use The instrinsic motivation will spring from an interest in what is being communicated
  9. 9. Classroom activities Role play interviews Language exchange Classroom activities used in communicative language teaching can include the following Informa tion gap Games Pair work
  10. 10. 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 .
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