The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.

1. Communicative approach Techniques& activities for communicative language teaching

2. “It’s raining.” I’m surprised because the sun was shining ten minutes ago. I’m upset because we were going to have a picnic. Other…? The clues are NOT necessarily the verbal ones

3. Grammatical competence & Communicative competence Would you open the door? Please to opens door. I want the door to be opened by you. The opening of the door is what I request. To opening the door for me. Would you mind opening the door?

4. Communicative approach/competence “The ability not only to apply the grammatical rules of a language to form grammatically correct sentences, but also to know when and where to use these sentences and to whom.” (Jack C. Richards)

5. “ Although our vocal organs are enough for the mere production of speech sounds, it is hardly an exaggeration to say that we need our entire bodies when we converse.” (John Abercombie)

6. How loud we speak How fast we speak How softly we speak Whispered? strident? Eye movement? Appearance

7. Verbal and non-verbal aspects of communication should interrelate in a teaching programme

8. Attitudes conveyed by Words Intonation Gesture Facial expression Other non verbal means

9. Communicative competence includes knowing The rules of conversation (address forma, taking turns, etc. The vocabulary and grammar of the language Howe to use and respond to SPEECH ACTS- language functions: apologize, request, thank, invite, etc.

10. Noam Chomsky’s distinction Between “COMPETENCE” and “PEFORMANCE” What can it mean?

11. Teachers must do more than just supply learners with a number of language structures to manipulate “Foreign language cripples with all the necessary muscles… but unable to walk alone.” (Rivers, 1972)

12. Difference between USE and USAGE Skill getting & Skill using (Rivers)

13. CLT means both Spoken Written language

14. Functions of the language Instrumental function- to get things Regulatory function- to control others’ behaviour Interactional function Personal function- to express feelings… Heuristic function- to learn and discover

15. Functions of the language Imaginative function- to create a world of imagination Representational function- to communicate information

16. 4 dimensions of communicational competence Grammatical Sociolinguistic Discourse- meaning between the lines Strategic

17. video Youtube

18. Theory of learning Focus on… activities that involve real communication- these promote learning activities which are used to carry out meaningful tasks language that is meaningful to he learner

19. Activities should be selected if.. …they engage the learners in meaningful and authentic language use

20. The syllabus should concentrate on Notions an adult might use Functions an adult might need Situations an adult might face when using the foreign language

21. Syllabuses Skill based syllabus ( the 4 skills)- integrated skills! Functional syllabus Notional syllabus (that you need, ESP) Task syllabus

22. Activities are OK as long as they… Reach the communicative objectives Engage learners in communication Require the use of communicative processes

23. Learner centred activities& materials …which are AUTHENTIC

24. Teaching students …to TAKE RISKS

25. Accuracy vs. Fluency Teaching communicative competence means a reassessment of our attitude towards error Allowing mistakes? To what extent? Of what kind?

26. Making mistakes… …is a necessary part of a learner’s progress towards mastery of the language

27. Roles of teacher Facilitator, enabler, involver Independent participant Organizer, source of resources

28. How to correct? “Hot correction” Keeping a note Repeating what they said Recording the activity etc.

29. Which of the following statements characterize CLT? People learn language best when using it do things rather than studying how language works Grammar is no longer important in language teaching People learn a language through communicating in it Errors are not important in speaking a language

30. CLT is only concerned with teaching speaking Classroom activities should be meaningful and involve real communication Dialogues are not used in CLT Both accuracy and fluency are important goals

31. The principles of CLT Make real communication the focus of language teaching Provide opportunities to experiment and try out Be tolerant to learners’ errors Develop both fluency and accuracy Link the different skills Let students discover grammar rules

32. Communicative language teaching is associated with Task- based teaching