The document discusses Communicative Language Teaching (CLT), an approach that focuses on developing students' communicative competence. Some key points: - CLT emerged in the 1970s due to a recognition that students could recite linguistic rules but not use the language for communication. The goal shifted to effective communication over mastery of structures. - In CLT, the teacher facilitates communication between students and participates in activities. Students communicate to practice functions like inviting, advising, and accepting/declining. - Lessons focus on interaction, using authentic materials and tasks. Students work in pairs and groups to negotiate meaning. Accuracy and fluency are both evaluated. Errors are tolerated for fluency development.

1. COMMUNICATIVE L ANGUAGE TEACHING
(CLT)
By Huynh Nhu Yen Nhi, M.A.

2. C O N T E N T S :
1. BACKGROUND OF CLT
2.TEACHING PRINCIPLES
3.TEACHING MATERIALS
4.CL ASSROOM ACTIVTIES

3. BACKGROUND

4. • 1970’s COULD
STUDENTS COMMUNICATE???
Students knew the rules of
linguistics, but they
COULDN`TUSE THE LANGUAGE
• The need to focus in COMMUNICATION
rather than mastery of structures.
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5. WHAT IS COMMUNICATION?
It involves COMMUNICATIVE COMPETENCE:
That students perform certain functions:
Example:
•Inviting
•Accepting/ declining
•Giving advice
Within a social context
B
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6. WHAT IS COMMUNICATIVE COMPETENCE?
Learners could know WHEN
and HOW to say WHAT to
WHOM. (Hymes,1971)
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7. THE COMMUNICATIVE APPROACH WAS COMING!
To make COMMUNICATIVE COMPETENCE
become the goal of teaching.
To develop procedures for the teaching of the
FOUR LANGUAGE SKILLS
CLT
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8. TEACHING
PRINCIPLES

9. THE ROLES OF TEACHER AND LEARNERS IN CLT
• To facilitate the communication between all
participants in the classroom.
• To be a co-communicator engaging in the
communicative activities along with the students.
• Adviser, monitor, researcher
The teacher’s roles
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10. THE ROLES OF TEACHER AND LEARNERS IN CLT
Learner’s roles
• Students are communicators.
• They are actively engaged in negotiating meaning
- in trying to make themselves understood and in
understanding others
- even when their knowledge of the target
language is incomplete.
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THE LEARNER-CENTERED
APPROACH

11. CHARACTERISTICS OF TEACHING/ LEARNING
PROCESS IN CLT
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• The primary function of language is for interaction and
communication. Small groups are favored.
• Dialogues, if used, center around communicative
functions and are not normally memorized.
• Drilling may occur, but not so important.
• Comprehensible pronunciation is necessary.
• The use of authentic materials is the key (real-life
situation).

12. INTERACTIONS IN CLTP
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• Teacher – to – students
• Students – to – teacher
• Students – to - students
• Pairs, triads, small groups, and whole group

13. STUDENTS’ FEELINGS IN CLTP
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• Students are given an opportunity to express
their individuality by having them share
their ideas and opinions on a regular basis.

14. VIEWING THE LANGUAGE IN CLTP
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Language is for
communication to
help students
develop their
communicative
competence.

15. STUDENTS’ NATIVE LANGUAGEP
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• Students’ native language is permitted in CLT.
However, whenever possible, the target
language should be used not only during
communicative activities, but also for
explaining the activities to the students or in
assigning homework.

16. TEACHER’S RESPONSE TO ERRORSP
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• Errors of form are tolerated during
fluency- based activities and are seen as
a natural outcome of the development of
communication skills.

17. EVALUATION IN CLTP
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• Evaluate not only the students’ accuracy,
but also their fluency.
• Evaluate students’ performance in the role
as an adviser or co- communicator

18. TEACHING
MATERIALS

19. TEACHING MATERIALS IN CLTM
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AUTHENTIC
MATERIALS
3. realia

20. M
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21. TASK-BASED MATERIALS
• These include game boards, roleplay cards,
materials for drilling, pairwork tasks, etc.
• They might be used to support 'real life'
tasks such as role playing booking into a
hotel, or a job interview.
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22. REALIA
• Magazines, newspapers, fruit and vegetables,
real objects, maps - things from the real world
outside the classroom.
• They can be used in many activities.
• For example, fruit and vegetables could be
used in a shopping activity
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REALIA
• Magazines, newspapers, fruit and vegetables,
real objects, maps - things from the real world
outside the classroom.
• They can be used in many activities.
• For example, fruit and vegetables could be
used in a shopping activity
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23. CLASSROOM
ACTIVITIES

24. CLASSROOM ACTIVITIES IN CLT
• They are unlimited.
• They have to:
Enable learners to attain the communicative objectives.
Engage learners in communication.
Require the use of communicative process in
information sharing.
Negotiate meaning.
Interact.
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Be creative if
you are a
teacher!

25. CLASSROOM ACTIVITIES IN CLTA
C
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- Comparing different pictures
- Finding differences and similarities
- Reordering events in a set of pictures
- Describing and drawing
FUNCTIONAL
COMMUNICATION
ACTIVITIES
- Making conversation
- Discussing/ Debating
- Making surveys, simulations
- Role plays
SOCIAL
INTERACTION
ACTIVITIES

26. THANK YOU!
TEACHING IS A WORK OF HEART!