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Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
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Communicative Language Teaching
- 1. CLT/CLL Arianny Rodríguez Universidad PedagógicaExperimental Libertador Instituto Pedagógico de Caracas Departamento de Idiomas Modernos Programa Inglés Cátedra de Lingüística Didáctica del Inglés como Lengua Extranjera Caracas Marzo 2014
- 2. It is basedon the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. Goal: To make use of language in real-life situations
- 3. • Grammatical Competence. •Traditional approaches. Late 1960s Hymes • Communicative competence. 1970s to 1990s Chomsky • Current communicative language teaching. 1990s to the present Halliday
- 4. •The use ofrealia. •Focused on functional and communicative competence. •The use of real life situation that necessitate communication. •Communication is elicited by needs, partners and information gaps. •Give priority to fluency over accuracy.
- 5. BASIC PRINCIPLES Communicative LanguageTeaching CLT Comunicative Language Learning CLL •Emphasis on communication and meaning rather than accuracy. •Emphasis is put on the “appropriacy” of language. •Communicative competence is the desired goal. i.e. being able to survive, converse and be understood in the language. •Authentic listening and reading texts are used to feature the target language •Use of songs and games are encouraged and provide a natural environment to promote language and enhance correct pronunciation •Feedback and correction is usually given by the teacher after tasks have been completed, rather than at the point of error, thus interrupting the flow. •Learners are often more motivated with this approach as they have an interesting what is being communicated, as the lesson is topic or theme based. •Learners are encouraged to speak and communicate from day one, rather than just barking out repetitive phrases •Learners practice the target language a number of times, slowly building on accuracy •Language is created by the individual, often through trial and error •Learners interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking time, rather than just teacher to student and vice versa
- 6. •Facilitator •Guide •Not an all-knowingbestower of knowledge.
- 7. Producer Receiver •The studentis thought to construct meaning through genuine linguistic interaction with others.
- 8. Classroom activities usedin communicative language teaching include the following:Classroom activities used in communicative language teaching include the following: Role Plays Surveys Games Language Exchanges Pair-Work Interviews Information gaping
- 9.
- 10. Richards, Jack andRodgers, Theodore (2001) Approaches & Methods In Language Teaching. Cambridge University Press. Braun, Estela (2009) online resource: http://www.slideshare.net/lilianamonserrat/the-natural-approach