1. By
Sarat Kumar Doley
PhD (ELE) Student
05/SH/PhD (ELE)/2012-2015/017
The English and Foreign Languages University
Shillong Campus, Shillong,
15th Nov,2012

2.  Genesis of the COLT
scheme
The sections of the scheme
Some studies that used the
scheme
Implications of this scheme
for teacher education

3. CommunicativeOrientation of
Language Teaching
an observation instrument

4. The Scheme consists
of two sections:
Part A
and
 Part B

5. contains five major categories:
Activity Description
Participant Organization
Content
 Student Modality, and
Materials

6. is used to analyze
classroom activities
at the level of verbal
interaction

7. Out of the four studies –
two are process-oriented
studies, and
theother two are process-
product-oriented studies

8. Frohlich et al in 1985
Lightbown and Spada
in 1987

9. Spada in 1984 and
1987
Allen and his
colleagues in 1987

10.  continued training in the development of
communicative methodologies, materials, and
instructional techniques should be
encouraged
 such teacher training programs must not lose
sight of the necessity to provide effective
instruction and guidance

11.  Spada, Nina. (1990).Observing Classroom
Behaviours and Learning Outcomes in
Different Second Language Programs. In Jack
C. Richards and David Nunan (eds.).Second
Language Teacher Education. Cambridge
University Press.293-313