The document discusses the Communicative Orientation of Language Teaching (COLT) scheme, which is an observation instrument used to analyze classroom activities and verbal interaction. The COLT scheme contains two sections (Part A and Part B) and five categories. Four studies are mentioned that used the COLT scheme, two being process-oriented and two being process-product oriented. The implications discussed are the need for continued teacher training in communicative methodologies and effective instruction.

1. By
Sarat Kumar Doley
PhD (ELE) Student
05/SH/PhD (ELE)/2012-2015/017
The English and Foreign Languages University
Shillong Campus, Shillong,
15th Nov,2012

2.  Genesis of the COLT
scheme
The sections of the scheme
Some studies that used the
scheme
Implications of this scheme
for teacher education

3. CommunicativeOrientation of
Language Teaching
an observation instrument

4. The Scheme consists
of two sections:
Part A
and
 Part B

5. contains five major categories:
Activity Description
Participant Organization
Content
 Student Modality, and
Materials

6. is used to analyze
classroom activities
at the level of verbal
interaction

7. Out of the four studies –
two are process-oriented
studies, and
theother two are process-
product-oriented studies

8. Frohlich et al in 1985
Lightbown and Spada
in 1987

9. Spada in 1984 and
1987
Allen and his
colleagues in 1987

10.  continued training in the development of
communicative methodologies, materials, and
instructional techniques should be
encouraged
 such teacher training programs must not lose
sight of the necessity to provide effective
instruction and guidance

11.  Spada, Nina. (1990).Observing Classroom
Behaviours and Learning Outcomes in
Different Second Language Programs. In Jack
C. Richards and David Nunan (eds.).Second
Language Teacher Education. Cambridge
University Press.293-313