3. Introduction
the Grammar-Translation Method,
the Structural Approach, and the
Communicative Approach, we
have gained insights how to assist
our students to acquire and use
the target language.
Communicative Language
Teaching may help our students to
be able to use the target language
for communicative purposes.
English is the only valid language
that can be understood by
everyone all around the world.
Students learn faster and easier
than before because of the use of
technology in schools..
4. HistoricalTrends Grammar translation method is considered the first approach of
English language teaching. the purpose of the grammar translation method
was to help students read and understand foreign language literature). It was
an efficient way of learning vocabulary and grammatical structures.
Direct method of teaching, which is sometimes called the natural method, and is often
used in teaching foreign languages, refrains from using the learners' native language and
uses only the target language, It was established in Germany and France around 1900
and contrasts with the grammar–translation method and other traditional approaches.
Audio-lingual method, is a style of teaching used in teaching foreign languages. It is based
on behaviorist theory, which postulates that certain traits of living things, and in this case
humans, could be trained through a system of reinforcement. The correct use of a trait
would receive positive feedback while incorrect use of that trait would receive negative
feedback.
Audio-lingual method did not focus on teaching vocabulary. Rather, the
teacher drilled students in the use of grammar. Applied to language
instruction, and often within the context of the language lab.
5. Modern Trends: CLT
(Communicative
Language teaching)
Communicative
competence includes the
following aspects of
language knowledge:
1. Knowing how to use language for a range of different
purposes and functions.
2. Knowing how to vary our use of language according to
the setting and the participants (e.g., knowing when to
use formal and informal speech or when to use language
appropriately for written as opposed to spoken
communication).
3. Knowing how to produce and understand different
types of texts (e.g., narratives, reports, interviews,
conversations)
4. Knowing how to maintain communication despite
having limitations in one’s language knowledge (e.g.,
through using different kinds of
communication strategies).
Communicative language
teaching can be understood
as a set of principles about
the goals of language
teaching.
Communicative language
teaching sets as its goal the
teaching of communicative
competence.
Grammatical competence refers to the
knowledge we have of a language that
accounts for our ability to produce
sentences in a language.
6. Chapter Two: TEN CORE
ASSUMPTIONS OF
CURRENT
COMMUNICATIVE
LANGUAGE TEACHING
7. ASSUMPTIONS OF
CURRENT
COMMUNICATIVE
LANGUAGE
TEACHING
Meaningful
Communication:
In a
communicative
activity, there
must be a reason
to communicate.
Effective
Classroom
Tasks: The best
way to learn
and teach a
language is
through social
interactions.
Communication Content is
Relevant and Interesting:
Communicative Language
Teaching view materials as a way
of influencing the quality of
classroom interaction and
language use. Materials thus
have the primary role of
promoting communicative
language use.
Communication is a Holistic
Process: The problem at present
is that some of the activities
being introduced as
communicative are not
communicative at all but
structure drills in disguise.
Grammar often remains the
hidden agenda.
Language Learning is facilitated by
Inductive or Discovery Activities:
ssume and insist that CLT is the
whole and complete solution to
language learning; assume that no
other method could be any good;
ignore people’s own views of who
they are and what they want; neglect
and ignore all aspects of the local
context as being irrelevant’.
8. ASSUMPTIONS
OF CURRENT
COMMUNICATIVE
LANGUAGE
TEACHING
Language Learning is a
Gradual process: Show
me a man that is determine
to learn and I will show a
man that is willing to
develop. Note that self-
development is the short cut
to knowledge and
knowledge is the part to
wealth and rich
Learners Have Different Needs and
Motivations: The students in a
communicative language classroom
are people whose
objective is learning itself; and they
are the active learner in learning
process
The Use of Effective Learning and
Communication Strategies:
Communication strategies are
strategies that learners use to
overcome
problems caused by a lack of
linguistic resources in order to
convey their
intended meaning.
The Role of Teacher:
“The teacher facilitates
communication in the
classroom. In this role,
one of his major
responsibilities is to
establish situations likely
to promote
communication
The Classroom is a Community:
When learners live
within or adjacent to a second-
language community, systematic
interaction with that culture should
be an integral part of the syllabus.
The interaction may take many
forms, depending on learner
interests
and level of proficiency.
