Communicative approach

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Communicative approach

  1. 1. COMMUNICATIVE APPROACH Communicative Language Teaching
  2. 2. COMMUNICATIVE APPROACH Bruno Caballero and Camila Muñoz
  3. 3. • Deals with the way of teaching a second or a foreign language • Emphasizes the interaction as both means and ultimate goals of learning a language DEFINITION
  4. 4. • Learners become involved in real communication • Ss motivation to learn comes from the desire to communicate • CTL makes use of real- life situations • Teaching practice that helps Ss to develop communicative competence
  5. 5. 1970s and early1980s
  6. 6. • Rose to prominence as a result of many disparate developments in Europe • Increasing demand for language learning • Its origins are many, insofar as one teaching methodology tends to influence the next • influenced by works by the Council of Europe • Based on the theories of British functional linguists such as: Firth, Halliday and the American sociolinguistics Hymes, Gumperz and Lavob HISTORICAL CONTEXT
  7. 7. Notional: time, location, frequency, and quantity. Functional: offers, complaints, denials, and requests • David Wilkins (1972) proposed a functional and notional communicative definition of language that served as a basis for developing communicative language teaching. WILKINS’ CONTRIBUTION
  8. 8. • An ideal speaker-listener, who knows its language perfectly, is not affected by grammatically irrelevant conditions • A concrete language performance has an implicit knowledge which means communicative competence • Students need to know how language is used by members of a speech community to accomplish their purposes CHOMSKY’S CONTRIBUTION
  9. 9. • Facilitates the communication in the classroom • Acts as adviser – guide or monitor • Sets up exercises and activities • Evaluations TEACHER’S ROLE
  10. 10. • Students are communicators • they are actively engaged in trying to make themselves understood and in understanding others • Errors are seen as a natural outcome of the development of communicative skills STUDENTS’ ROLE
  11. 11. • CLT is not only focused on the traditional structural syllabus, but also it takes into consideration communicative context • CLT provides vitality and motivation within the classroom • CLT is a learner-centered approach. It is based on learners’ needs and interests MERITS OF CLT
  12. 12. CLASSROOM ACTIVITIES • Skills • Techniques • Functional Activities • Social activities • Role-play • Interviews • information gap • Games • Language exchanges • Surveys • Pair-work • Group work • Learning by teaching ABILITIES EMPHASIZED
  13. 13. • CA Increases the teacher-student relationship. It is an interactive relationship • CA Provides the opportunity for students to be aware of their abilities and exhibit them • Ss in this approach can learn the target language in an enjoyable way • Students will be more motivated by learning to communicate • Students will learn to communicate effectively CONTRIBUTIONS OF CLT
  14. 14. SYSTEMS OF LG EMPHASIZED • Lexis • Grammar • Phonology • Situational and Functional This will help you to understand when is proper to use an expression and what expressions are commonly used in certain situations
  15. 15. COMMUNICATIVE APPROACH

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