communicative language teaching
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The document discusses key aspects of a communicative language teaching approach. It outlines the roles of the teacher and student, with the teacher facilitating communication and acting as an adviser. Students are actively engaged in communicating and understanding others. The target language should be used whenever possible, though the mother tongue can also be used. Errors are tolerated during fluency activities and addressed later for accuracy. The areas of language emphasized include functions over forms, and working with language at a discourse level.
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Applicaton of clt and gtm in elt
Learning foreign language is very difficult .Most commonly used process for learning foreign language is grammar translation method where grammar rules and translation from one language to other used , and in communicative learning technique where communicative conversation and learning technique used
COMMUNICATIVE LANGUAGE TEACHING
This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
Communicative language teaching2(slide)
Communicative Language Teaching (CLT) is a language teaching approach that focuses on developing students' communicative competence. CLT views language as a system for communication between individuals, emphasizes using language functionally in the classroom through activities like role-plays and problem-solving tasks. The teacher acts as a facilitator for student interaction and communication. Some strengths of CLT include developing students' ability to use language effectively and focus on meaning, but it may lack focus on grammatical accuracy. Role-playing can be an engaging activity for CLT by simulating real-world interactions, but it requires class time and some students may feel shy.
Communicative Language Teaching (Clt)
The document outlines the steps in planning a lesson using Communicative Language Teaching (CLT). It involves presenting a real-world situation through dialogues, having students discuss vocabulary and language functions, asking questions, identifying grammatical structures, and providing opportunities for oral production and evaluation through communicative activities. The lesson cycle is completed by allowing students to apply what they learned to new situations.
Communicative Language Teaching
This document discusses the goals and characteristics of a communicative language teaching approach. It focuses on using authentic materials to have students communicate in small groups for real-world goals, with the teacher acting as a facilitator. Student interactions are emphasized over accuracy, and errors are tolerated as students work to understand each other. Evaluation looks at fluency as well as accuracy through informal corrections and formal tests.
Various approaches (Structural, Situational, Functional, Communicative)
This document summarizes four approaches to teaching English: structural, situational, communicative, and functional. It defines each approach and outlines their key principles. The structural approach focuses on teaching grammar rules and habits through drills. The situational approach teaches language in real-world contexts using objects and actions. The communicative approach avoids explicit grammar instruction and focuses on interaction and communication. The functional approach views language as a tool for expression and meets learners' specific communication needs.
Communicative Approach (ELT)
The document discusses the communicative approach to language teaching. It emerged in the 1970s due to criticisms of prevalent linguistic theories' inability to explain real communication. The approach emphasizes interaction as both the means and goal of study. It gives five key features outlined by David Nunan in 1991, including learning through interaction and using authentic texts. Classroom activities under this approach include pair work, language exchanges, surveys, games, and information gaps. The approach also provides a framework for analyzing communicative tasks.
Communicative Language Teaching
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
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Applicaton of clt and gtm in elt
Learning foreign language is very difficult .Most commonly used process for learning foreign language is grammar translation method where grammar rules and translation from one language to other used , and in communicative learning technique where communicative conversation and learning technique used
COMMUNICATIVE LANGUAGE TEACHING
This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
Communicative language teaching2(slide)
Communicative Language Teaching (CLT) is a language teaching approach that focuses on developing students' communicative competence. CLT views language as a system for communication between individuals, emphasizes using language functionally in the classroom through activities like role-plays and problem-solving tasks. The teacher acts as a facilitator for student interaction and communication. Some strengths of CLT include developing students' ability to use language effectively and focus on meaning, but it may lack focus on grammatical accuracy. Role-playing can be an engaging activity for CLT by simulating real-world interactions, but it requires class time and some students may feel shy.
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The document outlines the steps in planning a lesson using Communicative Language Teaching (CLT). It involves presenting a real-world situation through dialogues, having students discuss vocabulary and language functions, asking questions, identifying grammatical structures, and providing opportunities for oral production and evaluation through communicative activities. The lesson cycle is completed by allowing students to apply what they learned to new situations.
Communicative Language Teaching
This document discusses the goals and characteristics of a communicative language teaching approach. It focuses on using authentic materials to have students communicate in small groups for real-world goals, with the teacher acting as a facilitator. Student interactions are emphasized over accuracy, and errors are tolerated as students work to understand each other. Evaluation looks at fluency as well as accuracy through informal corrections and formal tests.
Various approaches (Structural, Situational, Functional, Communicative)
This document summarizes four approaches to teaching English: structural, situational, communicative, and functional. It defines each approach and outlines their key principles. The structural approach focuses on teaching grammar rules and habits through drills. The situational approach teaches language in real-world contexts using objects and actions. The communicative approach avoids explicit grammar instruction and focuses on interaction and communication. The functional approach views language as a tool for expression and meets learners' specific communication needs.
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The document discusses the communicative approach to language teaching. It emerged in the 1970s due to criticisms of prevalent linguistic theories' inability to explain real communication. The approach emphasizes interaction as both the means and goal of study. It gives five key features outlined by David Nunan in 1991, including learning through interaction and using authentic texts. Classroom activities under this approach include pair work, language exchanges, surveys, games, and information gaps. The approach also provides a framework for analyzing communicative tasks.
Communicative Language Teaching
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
Communicative language teaching
Communicative Language Teaching (CLT) aims to develop students' communicative competence through authentic language use rather than just mastering linguistic structures. Key principles of CLT include introducing authentic materials, tolerating errors, and focusing on meaning over form, while the teacher acts as a facilitator. CLT techniques include using role plays, debates, games, songs and multimedia to provide opportunities for cooperative student interaction and exchange of opinions in various social contexts.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Communicative Language Teaching
This document provides an overview of communicative language teaching. It discusses the origins of this approach in the 1970s as a reaction to previous methods. Communicative language teaching uses real-life situations and contexts to motivate students to communicate in meaningful ways. An example is provided of an introductory exercise where students exchange names and personal information in the target language. Both advantages and disadvantages of the communicative approach are outlined, including that it focuses on fluency over accuracy and may result in incorrect language production without explicit error correction.
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This document discusses using a story-based approach to teach grammar in a contextualized manner. It advocates presenting grammar within meaningful stories and cultural contexts rather than as isolated linguistic forms. The approach involves (1) presenting a story orally to develop comprehension, (2) highlighting relevant grammar points, and (3) collaboratively co-constructing understanding of these grammar points through teacher-student dialogue. This approach aims to make grammar instruction more meaningful, communicative, and socially mediated compared to traditional deductive or inductive methods.
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The Grammar-Translation Method (GTM) was originally used to teach Latin and Greek and focused on reading classical texts. It emphasizes learning grammar rules and vocabulary through memorization and translation exercises between the native and target languages. Classes are taught in the native language and the teacher is the primary authority who explains rules and corrects mistakes while students interact mostly with the teacher through translation and drills. The goal is to develop reading and writing skills along with mental exercise through analyzing the literary aspects of the target language.
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The Grammar Translation Method focuses on teaching grammar rules and vocabulary through translation exercises between the first language (L1) and second language (L2). The teacher is the authority in the classroom and student interaction is limited. Reading comprehension and writing compositions are emphasized over speaking skills. Culture and language skills are limited to literature. Evaluation involves translation exercises and applying grammar rules.
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d) Teacher´s Roles.
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The communicative approach emphasizes teaching listening and speaking before reading and writing. It was developed in the US during World War II based on the ideas of structuralism and behaviorism. The goal is to form language habits through dialogues and drills to promote accurate oral performance, with an immediate focus on fluency over written accuracy. The main aim is to enable students to use the language to express themselves and communicate in meaningful ways.
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1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction.
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3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.
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The authors discuss two fundamental goals of second language acquisition (SLA): using language grammatically and being able to communicate. They also mention the disagreement in SLA on whether to focus on teaching grammar rules or grammar as a skill. The authors propose a conceptual framework for teaching grammar that focuses on form, meaning, and use at three grammatical levels: subsentential, sentential, and suprasentential. They note that language is mutable and organic, and grammar should be explained through reasons rather than rigid rules.
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Communicative Language Teaching (CLT) aims to develop students' communicative competence through authentic language use rather than just mastering linguistic structures. Key principles of CLT include introducing authentic materials, tolerating errors, and focusing on meaning over form, while the teacher acts as a facilitator. CLT techniques include using role plays, debates, games, songs and multimedia to provide opportunities for cooperative student interaction and exchange of opinions in various social contexts.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
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This document provides an overview of communicative language teaching. It discusses the origins of this approach in the 1970s as a reaction to previous methods. Communicative language teaching uses real-life situations and contexts to motivate students to communicate in meaningful ways. An example is provided of an introductory exercise where students exchange names and personal information in the target language. Both advantages and disadvantages of the communicative approach are outlined, including that it focuses on fluency over accuracy and may result in incorrect language production without explicit error correction.
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The slides talk about the difference between method and approach first then there is a description of Structural Approach, its features and demerits. Then we have slides that describes Communicative Approach, its features,role of teacher in this approach and demerits. As a whole the slides present difference between these two approaches.
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This document discusses using a story-based approach to teach grammar in a contextualized manner. It advocates presenting grammar within meaningful stories and cultural contexts rather than as isolated linguistic forms. The approach involves (1) presenting a story orally to develop comprehension, (2) highlighting relevant grammar points, and (3) collaboratively co-constructing understanding of these grammar points through teacher-student dialogue. This approach aims to make grammar instruction more meaningful, communicative, and socially mediated compared to traditional deductive or inductive methods.
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This document summarizes and compares the structural approach and functional approach to language teaching. The structural approach suggests that learners should develop rules for problem solving by filling gaps. It involves selecting and grading materials to teach frequently used structures. The functional approach views language as a means to express different functions like requesting and suggesting. It aims to impart instruction so that learners can attempt to use language in real-world contexts.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
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- Approach:
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b) Theory of Learning.
- Design
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c) T&L Activities.
d) Teacher´s Roles.
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- Procedure:
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The document discusses the Direct Method of language teaching. It was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. Key aspects of the Direct Method include using only the target language in the classroom, teaching grammar inductively without explicit rules, focusing on speaking before reading and writing, and immersing students in everyday language use and culture.
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Hello guys, This is my presentasion about GTM, TEFL
Please, Read a lot and make sure that you are understand it.
Check it out !
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This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
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The document discusses communicative competence theory proposed by Hymes in contrast with Chomsky's linguistic competence theory. Hymes argued that competence involves not just grammatical knowledge but also sociocultural knowledge to use language appropriately in different contexts. He coined the term "communicative competence" to emphasize that language learning must involve actual communication skills, not just grammatical accuracy. This shifted the field's perspective and led to the development of communicative language teaching, which focuses on providing opportunities for authentic communication using meaningful tasks and feedback to develop students' sociolinguistic skills.
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Communicative teaching is based on the idea that effective language knowledge involves more than just vocabulary and grammar rules. It focuses on developing communicative competence through meaningful tasks, interactions, and authentic materials. Principles include teaching functional grammar use in context-rich environments, ensuring genuine needs and information gaps, prioritizing fluency over accuracy, and adopting a learner-centered approach. Characteristics are a focus on communication, collaborative activities, purposeful interaction, and tolerance of errors.
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CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
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Communicative language teaching (CLT) emerged in the 1960s-1970s as a response to structural and audiolingual methods, focusing on developing learners' communicative competence through meaningful tasks and activities; it is based on theories that language learning involves grammatical, sociolinguistic, discourse and strategic competence. CLT advocates for using language tasks and activities that involve real communication between learners to promote language learning.
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Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
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1. Communicative Language Teaching (CLT) emerged in the 1970s as a reaction against previous audiolingual and situational language teaching approaches.
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Language teaching approaches Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.Communicative language teaching method(1)
Communicative language teaching is a method based on the idea that language is used for communication. The goal is for students to develop communicative competence through engaging in meaningful tasks and real-world language use. The teacher facilitates communication between students and guides them, while students actively practice communicating. Activities include role plays, games, and using authentic materials. Errors are tolerated as students focus on fluency over accuracy.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Teaching methods
This document discusses different language teaching methods: grammar-translation, direct method, audio-lingual method, silent way, and communicative language teaching. It focuses on explaining the grammar-translation and direct methods in detail. The grammar-translation method emphasizes reading, writing, and pronunciation through translating between the native and target languages. The direct method prohibits translation and focuses on oral communication, pronunciation, and self-correction through using only the target language. While both have benefits and drawbacks, teachers should understand various methods to choose the most effective approach.
Methods and approachesd
The document provides an overview of several language teaching methods:
- The Grammar-Translation Method focuses on reading, writing, and memorizing grammar rules. Students translate between the target and native languages.
- The Direct Method avoids translation and focuses on speaking and listening through demonstrations and real-world examples.
- The Audio-Lingual Method uses drills to teach structures and reinforce correct responses. Students imitate the teacher to learn through habit.
- The PPP Method presents new language, has students practice it, and then produce it freely. It encourages accuracy over fluency.
- Community Language Learning creates transcripts of student conversations in their native language. Students then work with the target language equival
Audio lingual method liza
The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.
Audio lingual method liza 2
The Audio Lingual Method emphasizes teaching speaking and listening before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to develop native-like speaking abilities. Key techniques include memorizing dialogs, repetition drills, and ensuring errors are avoided to form good habits. The teacher leads practice and students imitate, with an emphasis on correct pronunciation.
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence. The teacher uses silence to focus students, elicit responses, and encourage self-correction. While silent, the teacher helps with gestures and encouraging peer help. Students are responsible for problem-solving and hypothesis testing about language. Criticisms include that it is harsh and lacks communication, but advantages are creative, discovery-based long-term learning through problem-solving.
How to improve Speaking skill
This document discusses strategies for teaching speaking skills to English language learners. It begins by defining speaking and comparing it to other skills. It then explores reasons why students may be reluctant to speak, including feeling embarrassed about mistakes and lack of confidence. Common mistakes teachers make are also examined, such as not providing enough input before speaking activities. The document provides suggestions for developing speaking skills, such as creating a supportive environment, allowing time for thinking, and providing maximum opportunities for students to speak. Finally, it discusses different types of speaking activities teachers can use, including information gap activities, role plays, discussions and interviews.
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Teaching methods pdf
The document discusses different language teaching methods including grammar translation, direct method, audio-lingual method, silent way, and communicative language teaching. It focuses on explaining the grammar translation method, which uses the native language for translation and emphasizes reading and writing skills, and the direct method, which prohibits native language use and focuses on oral communication through teacher demonstration and student interaction. Both methods rely heavily on the teacher's role in providing language knowledge but differ in their use of the native language and emphasis on specific skills.
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The document discusses several approaches to teaching English as a foreign language, including student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. Each approach is described in terms of its methods, advantages, and disadvantages. The document provides an overview of the major considerations and guidelines for English language teachers in selecting an approach.
Approaches and methods of teaching english
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
The Dictionary of Language Learning Vocabulary.docx
This document provides definitions for over 100 terms related to language learning and teaching. Some of the key terms defined include:
- Accent: Referring to pronunciation of stressed syllables in words or regional variations in speech.
- Accuracy: Correct use of grammar, pronunciation and vocabulary without errors.
- Acquisition: Unconscious language learning, such as how children learn their first language.
- Active vocabulary: Words and phrases a learner can use in speech and writing.
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- Assessment: Measurement of a learner's abilities, knowledge and needs.
- Authentic materials: Unedited materials from the real world like newspapers rather than
Language fuctions
Language functions as all of the purpose with which we use the language. Basically, the function of language is used for communication; we use the language to give and receive messages between ourselves.
All methods of teaching languages
This document summarizes and compares several language teaching methods:
- G.T.M focuses on grammar translation and uses the learner's native language. The teacher corrects errors and students answer questions in the target language.
- Direct Method bans translation and teaches grammar inductively through interaction. Speaking and listening are emphasized.
- Audio-Lingual Method teaches pronunciation, vocabulary and structures through repetition and drilling. The teacher corrects errors immediately.
- Suggestopedia aims to accelerate learning through relaxation in a comfortable environment with music and art. Errors are corrected gently.
Communicative Approach
The communicative approach aims to make communication the goal of language teaching. It focuses on developing students' communicative competence through activities where students use language authentically and meaningfully to interact. Some key principles are that learning involves using language to communicate, fluency is important, and communication integrates different language skills. The teacher takes the role of facilitator rather than just instructor, and errors are tolerated as students practice communicating.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
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This document discusses several approaches to teaching English as a foreign language. It describes student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. For each approach, it provides details on the methods used and advantages and disadvantages.
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Chapter 2
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communicative language teaching
- 2. Examples: Good morning I am sorry for being late Why don’t you take a sit? Would you mind taking this book back for me? Language Functions:
- 3. Role of the teacher: the teacher facilitates the communication in the classroom, and he also acts like an adviser and a guide. Role of the student: Students are communicators. They are actively engage in trying to make themselves understood and in understanding others. Use of the mother tongue: can be used. However, whenever possible the target language should be used.
- 4. Evaluation A teacher can informally evaluate students’ performance in his role as an adviser or co- communicator. For formal evaluation an integrative test is used which has a real communicative function. In order to assess students’ writing skill, a teacher might ask them to write a letter to a friend.
- 5. Students’ Errors Errors of form are tolerated during fluency- based activities and are seen as a natural outcome of the development of communication skills. The teacher may note the errors during fluency activities and return to them later with an accuracy-based activity.
- 6. Areas of Language emphasized Language functions might be emphasized over forms. Students work with language at the suprasentential or discourse level.