The document discusses the principles of communicative language teaching (CLT). It describes CLT as focusing on developing students' communicative competence rather than just grammatical rules. Key aspects of CLT include interaction between learners to negotiate meaning, experimenting with language in meaningful ways, and a tolerant approach to errors. The document also contrasts traditional and CLT approaches, outlines typical CLT classroom activities, and discusses processed-based and product-based directions in current CLT methodology like content-based instruction, task-based instruction, and competency-based instruction.

1. Communicative Language
Teaching
Set of Principles about:
•Goals of Language Teaching
•How Learners Learn a Language
•Classroom Activities that best Facilitate
Learning
•Roles of Teachers and Learners.

2. Goal of Language Teaching
• Develop Communicative Competence
• Communicative Competence Contrasted with
Linguistic Competence

3. Linguistic Competence
• Rules for creating grammatically correct
sentences

4. Communicative competence
• How Sentences are Used in Communication
• Implications for English as an International
Language
• Not Necessarily Based on Native-speaker
Norms

5. View of Second Language
Learning
• Interaction between the Learner and Users of the
Language
• Collaborative Creation of Meaning
• Creating Meaningful and Purposeful Interaction
through Language
• Attending to Feedback
• Paying Attention Input
• Incorporating New Forms into Communicative
Competence
• Experimenting with Different Ways of Saying Things

6. • Traditional Approaches to 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

7. • Traditional Approaches to Language Teaching
(up to the late 1960s)
Methodologies:
– Audiolingualism
– Structural-Situational Approach

8. Communicative Language Teaching
(1970s to 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 Activities in
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 of Current
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 of Current
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 of Current
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 of Current
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

16. Two Directions in Current
Methodology
• Processed-based Approaches
– Content-based Instruction
– Task-based Instruction
• • Product-based Approaches
• – Text-based Instruction
• – Competency-based Instruction

17. Two Directions in Current
Methodology
• Processed-based Approaches
– Focus on Creating Classroom Processes that Facilitate
language learning
• • Product-based Approaches
– Focus on Learning Outcomes

18. Content-based Instruction
• Use Language as a Means of Acquiring
• Information, rather than as an End in Itself
• • Better Reflects Learners’ Needs
• • Provides a Coherent Framework to link
and Develop Language Skills
• • Content Can be from School Curriculum
or Related to Learners’ Interests and Needs

19. Content-based instruction
• Language is integrated into the broad curriculum.
• • Learning is improved through motivation and the
• study of natural language in context.
• • CLIL is based on language acquisition rather than
• enforced learning.
• • Language is seen in real-life situations.
• • CLIL is long-term learning.
• • Fluency is more important than accuracy.
• • Reading is essential.

20. Task-based instruction
• a) Key Characteristics of a Task:
• – Something Learners Do Using Existing Language
• Resources
• – Outcome Not Simply Linked to Learning Language
• Language Acquisition May Occur
• – Focus on Meaning
• – Use Communication Strategies and Interactional Skills

21. Task-based instruction
• b) Two Kinds of Tasks:
• – Pedagogical Tasks
• – Real-world Tasks

22. Task-based instruction
• c) Learning Claims
• – Grammatical Syllabus not Needed
• – Grammatical Knowledge Built around Task
• Performance
• – Reverses the Standard P-P-P Lesson Format and
• Replaces it With one Consisting of:
• Task - Language Awareness - Follow Up Activity

23. Task-based instruction
• a) TBI is Based on an Approach to Teaching
• Language that Involves:
• – Teaching the Structures and Grammatical
Features of Spoken and Written Texts
• – Linking Spoken and Written Texts to the Cultural
• Context of their Use
• – Designing Units of Work that Focus on Developing
Skills in Relation to Whole Texts
• – Providing Students with Guided Practice

24. Competency-based instruction
• Characteristics of CBI:
• – A Focus on Successful Functioning in Society
• – A Focus on Life Skills
• – Task- or Performance-oriented Instruction
• – Modularized Instruction
• – Outcomes are Made Explicit
• – Continuous and Ongoing Assessment
• – Mastery of Performance Objectives
• – Individualized, Student-centered Instruction