brief view on CLT

1. Pham Thanh Tu
Bach Hai Au
Nguyen T.Huyen
Trang
Pham Van Vu
Ngoc Hai Yen

2. I. Introduction:
II.Body
1. Feature
2. Learners’ roles
3. Teachers’ roles
4. Classroom
activities
5. Disadvantages
III.Conclusion

3. 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

4. CLT?
• CLT is a meaning – based ,
learner – centered approach to L2
teaching
•Fluencyis given priority Over
Accuracy.
Spada .N
(2007)

5. CLT?
• UMBRELLA TERM to describe learning
sequences which aim to improve the students’
ability to communicate. (pg.70)

6. The Goal of language
teaching:
Communicati
ve
competence

7. 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

8. Learner Roles
LLeeaarLrneneaerrr n RReorolsele’ss
The emphasis of CLT on the proccess of
communication leads to different role(s) of
learners .
Roles
Negotiator
s

9. Teachers’
roles
Facilitato
r
Monito
r
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

10. Classroom
activities
Classroom activities used in communicative
language teaching can include the following
Role
play
interviews
Language
exchange
Information
gap
Games Pair
work

11. Disadvantages
• Over crowded class
• Teacher’s monitoring abilities
• Fluency NOT accuracy
• Learners’ levels

12. 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.

13. 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 .