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Communicative Language Teaching
The document outlines the principles and assumptions of communicative language teaching, emphasizing the importance of communicative competence over traditional grammatical competence. Key aspects include engaging students in meaningful communication, collaboration in learning, and fostering a classroom environment where learners can experiment and make mistakes. It highlights modern roles of teachers as facilitators and the importance of diverse, interactive classroom activities to promote language acquisition.
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Focuses on the principles and goals of communicative language teaching, emphasizing communicative competence and effective learning strategies.
Outlines traditional and modern roles of learners, highlighting cooperative activities and responsibility in the learning process.
Describes the evolution of language teaching methods, transitioning from grammar-focused to communicative approaches since the 1970s.
Discusses the methodology of communicative teaching, focusing on real communication, error tolerance, and linking language skills.
Lists typical activities in CLT that foster fluency and communication, including information-gap and role-play activities.
Presents ten key assumptions that guide communicative language teaching, emphasizing interaction, gradual learning, and community.
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Communicative Language Teaching
- 1. Communicative Language Teaching Principles ofthe Communicative Approach •Goals of Language Teaching Communicative Competence Linguistic Sociolinguistic Discourse Strategic
- 2. Principles of theCommunicative Approach • How Learners Learn a Language Meaningful and Purposeful Interaction Collaborative creation of meaning Attention to Feedback Attention to Input
- 3. Principles of theCommunicative Approach Krashin’s Theory of Language Acquisition A- Comprehensible ( Interesting & Relevant) input B- Zero Affective Filter Level
- 4. Principles of theCommunicative Approach • Classroom Activities that best Facilitate Learning Practical Grammatical Competence Communicative Competence
- 5. Linguistic Competence • Rolesof Learners in the Classroom Participate in Cooperative Activities Comfortable with their Peers and Group Responsible for Learning
- 6. Roles of Learnersin the Classroom • Traditional Roles Lecturer Knowledge Giver • Modern Roles • Facilitator & monitor • communicator
- 7. • Traditional Approachesto Language Teaching (up to the late 1960s) • Priority given to grammatical competence • Accurate Pronunciation and Mastery • Grammar Learned Through: – Direct Instruction – Repetitive Practice – Drilling – Memorization of Dialogs – Question and Answer Practice – Substitution Drills – Guided Speaking and Writing Practice
- 8. Communicative Language Teaching (1970sto 1990s) • Alternative Model of a Syllabuses to Replace Grammar Syllabuses – Functional Syllabus – Skills Syllabus – ESP Approach • • Alternative Classroom Procedures
- 9. Implications for Classroom Methodology •Real communication the Focus of Language Learning • Opportunities to Experiment • Tolerant of Errors – Building Communicative Competence • Opportunities to Develop Accuracy and Fluency
- 10. Implications for Classroom Methodology •Link Different Skills Together • – Speaking, Reading, Listening and Writing • Students Induce or Discover Grammar Rules • Emphasis on Pair Work and Group Work • Push for Authenticity
- 11. Typical Classroom Activitiesin CLT • Fluency Activities: • – Information-gap Activities • – jig-Saw Activities • – Task-Completion Activities • – Information-Gathering Activities • – Opinion-Sharing Activities • – Information-Transfer Activities • – Reasoning-Gap Activities • – Role plays
- 12. Ten Assumptions ofCurrent Communicative Language Teaching • 1. Learners Engaged in Interaction and Meaningful Communication • 2. Effective Classroom Learning Tasks: • Negotiate Meaning • Expand Language Resources • Notice How Language is Used • Meaningful Intrapersonal Exchange
- 13. Ten Assumptions ofCurrent Communicative Language Teaching • 3. Meaningful Communication from Relevant, Purposeful, Interesting, and Engaging Content • 4. Communication a Holistic Process • • Use Several Language Skills or Modalities • 5. Language Learning Facilitated by Activities • involving: • • Inductive or Discovery Learning • • Language Analysis and Reflection
- 14. Ten Assumptions ofCurrent Communicative Language Teaching • 6. Language Learning is Gradual • Creative Use of Language and Trial and Error • Errors are Normal while Learning • Goal is to Use New Language Accurately and Fluently • 7. Learners Develop their own Routes to Language Learning, Progress at Different Rates, and Have Different Needs and Motivations for Language Learning
- 15. Ten Assumptions ofCurrent Communicative Language Teaching • 8. Effective Learning and Communication Strategies • 9. Teacher is a Facilitator: • Climate Conducive to Language Learning • • Opportunities for Ss to Use and Practice Language • • Opportunities for Ss to Reflect on Language Use &learning • 10. The Classroom is a Community where Learners Collaborate and Share