Clt and tbl methods

Communicative Approach
(CLT)and Task-Based
Learning (TBL)
Teaching methods
Camila Valenzuela Gonzalez
FACULTAD DE HUMANIDADESY EDUCACIÓN
MAGÍSTER EN ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA
MEI502 Metodología y Creatividad I

CLT
Concepts of language: language as Communication, to develop
communicative competence.
Learning: speech acts, dialogues, oral production.
Language learning: appropriateness, message focus and free
practice.
TBL
Concepts of language: language as meaning, lexical units, all four
skills combined plus accuracy and fluency.
Learning:“Tasks” (play a game, share experiences, planning,
projects…).
Language learning: free practice, problem-solving elements.

Characteristics: Objectives
CLT TBL
1.  An integrative and content level
2.  A linguistic and instrumental level.
3.  An affective level of interpersonal
relationships.
4.  A level of individual learning needs
5.  A general educational level of
extra-linguistic goals. Piepho
(1981).
1.  Students are encouraged to use
language creatively and
spontaneously.
2.  Students focus on a relationship
comparable to real world activities
3.  Assessment is primarily based on
task outcome.

Characteristics: Syllabus model
CLT TBL
Semantic-grammatical categories
(e.g., frequency, motion, location)
and the categories of communicative
function that learners need to
express. (Wilkins 1976)
* The Europe Council added later to
the syllabus “real world situations”
Nunan (1989) suggest a syllabus with
two types of tasks:
Real world tasks
Example: booking a flight, order in a
restaurant, shopping, etc.
Pedagogical tasks
Example: information gap task,
matching, sequencing, etc.

Characteristics:Teaching/learning activities
CLT TBL
-  Student-centered activities
-  Activities such as: dialogues, role-
plays, transcripts, videos, audios,
and so on.
-  Learning: pair-group
-  Meaningful activities.
-  Student-centered activities
-  Activities such as: dialogues, role-
plays, transcripts, videos, audios,
and so on.
-  Learning: pair-group
-  Set of tasks with a final outcome or
goal to fulfill.

Characteristics:Teachers’ and Learners’ roles
CLT TBL
Teachers’:
•  Facilitates the communication
process.
•  Act as an independent participant
within the learning-teaching
group.
Learners’:
•  Negotiatior between oneself,
learning process, object of
learning and interacts with the
group.
Teachers’:
•  Selector and sequencer of tasks
•  Preparing learners for tasks
•  Monitor
Learners’:
•  Group participant
•  Risk-taker and Innovator

Characteristics: Classroom and instructional
material
CLT TBL
-  Text-based materials (recordings,
passages, gap fills, etc)
-  Task-based materials (game
boards, role plays, cards,
pairwork, etc)
-  Realia (tools, utensils, coins, art
objects, etc)
-  Classroom should be divided in
groups or pairwork.
-  Books, videos, magazines and
Internet; the lesson can be
adjusted accordingly.
-  Classroom should be divided into
groups, teamwork and pairwork.

ADVANTAGES?
CLT TBL
-  Emphasis on task-oriented, student-
centered, exploits the actual needs
of the English language.
-  Emphasis on the appropriateness of
language use, feasibility,
communication skills;“real life
situations”.
-  Harmonious relationship between T
and Ss.
-  Greatly enhanced the student’s
interest. Communicative teaching
students to participate in.
-  Provides the learner with an active
role, participating and creating
activities so increases motivation in
learning.
-  Teacher can be more open to the
needs of the students. Allows stu-
dents to use the knowledge they have
learnt and apply it productively in the
task context.
-  Outcome = shared focus in which
students can work together.
-  Use of whatever language Ss have.

DISADVANTAGES?
CLT TBL
-  Difficult method to use in very large
classes since monitoring for Ts
becomes hard.
-  Difficult for students with low levels
of proficiency.
-  May not be appropriate in EFL
classrooms; situations used in the
classroom are ‘pretend’.
-  Focusing too much on oral skills at
the expense of reading and writing
skills.
-  It is significantly less effective for
the systematic teaching of new
language.
-  It is likely to create pressure for
instant communication rather than
inter language change and growth.
-  In an EFL classroom, Ss will continue
to use the mother tongue in tasks.

Proficiency and communicative competence orientation
(Omaggio,2001)
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
-  Corollary 1
-  Corollary 2
-  Corollary 3
-  Corollary 4
A range of functions
Accuracy leads to more coherent
language use
Instruction should be affective as
well as cognitive needs
Cultural Understanding

TYPE OF LEARNER?
1.  Communicative learners (Are language-use oriented, are confident
and willing to take risks and are interested in social interaction rather
than in analyzing how language works)
2.  Concrete learners (Are interested in language use and language a
communication rather than language as a system, Enjoy games and
group games and are social).
3.  Conformists ((Prefer to emphasize learning about the language over
learning to use it)
4.  Convergers (confident in their own abilities)

References:
Piepho, H.E. (1981). Establishing objectives in tbe teaching of English. London: Longman.
Wilkins, A. (1976). Notional Syllabuses.Oxford: Oxford University Press.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:
Cambridge University Press.

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