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CLT originated in the 1960s from changes to British language teaching. It focuses on using English interactively and communicatively between students rather than just for the teacher's use. Students negotiate as communicators, giving and receiving information from peers instead of just the teacher. To apply CLT, teachers must focus on student-student interaction through activities and materials conducted mainly in English. While difficult, it strengthens students' English communication skills compared to traditional methods.
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Chapter 7
Pushed output involves requiring learners to produce language in order to make them aware of gaps in their productive knowledge. When learners are "pushed" to produce output, they pay closer attention to grammar. Output practice is important because receptive knowledge does not automatically transfer to productive knowledge. The type of text or genre a learner is asked to produce in can influence what linguistic features they attend to. Factors like topic, text type, planning time, and performance conditions all impact pushed output activities. Formal speaking involves longer, more carefully planned presentations compared to informal conversation and requires specific skills training.
Chapter 1
The document summarizes the key components of an effective listening and speaking course. It outlines four strands: 1) learning through meaningful input, 2) learning through meaningful output, 3) deliberate attention to language, and 4) developing fluency. It discusses the importance of balancing these strands and providing ample time for learners to practice each one. It also describes various activities and techniques that can be used to teach the different strands effectively.
Chapter 2
This document discusses techniques for teaching listening and speaking skills to English language learners. It recommends focusing on meaningful language that is relevant to learners' lives. Activities should maintain learner interest through variety and avoid overloading them with new language. Comprehensible input and a stress-free classroom environment are important. Suggested activities include descriptions, questioning techniques, interviews, stories and role plays. A balanced program incorporates meaningful input and output, language focus, and fluency development.
Chapter 3
This document discusses listening as an important part of second language acquisition. It argues that listening provides input that allows learners to build a "cognitive map" of meaning in their mind, which may be more important than speaking practice alone. There are two main types of listening discussed: one-way transactional listening and two-way interactional listening. Successful listening relies on both bottom-up processing of linguistic elements as well as top-down processing using prior knowledge and schemata. The document outlines several specific listening challenges and provides suggestions for practice, including working with reduced forms, assimilation, elision, and resyllabification.
Chapter 8
This document discusses strategies for teaching vocabulary through language-focused learning. It outlines advantages such as speeding up acquisition rates and helping learners improve grammar. Limitations include the inability to change order of acquisition and needing opportunities for meaningful use. The best instruction involves understanding words as systems rather than messages by exploring spelling, meanings, word parts, collocations and context clues. Teaching vocabulary in this way can build implicit and explicit knowledge faster. Monitoring should check for attention to multiple word aspects, creativity, and links to prior knowledge. Key lists mentioned are the General Service List and Academic Word List.
Chapter 4
Dictation is a technique where learners listen to spoken language and write what they hear. It involves 100-150 word passages containing familiar vocabulary in new contexts. Variations include running dictation and dictogloss. Pre-dictation activities prime learners' listening by previewing words, questions, or repetitions. Dictation helps increase foreign language memory span through contextual practice listening and writing. Similar activities are dictogloss, oral reproduction, and retelling passages phrase-by-phrase.
Chapter8 part2
The document discusses types of grammar instruction including exploring collocation patterns and learning explicit grammatical rules through consciousness raising activities and language-focused correction. It also examines causes of second language errors such as interference from the first language and reduction to increase efficiency. Finally, it lists task-based sources of error and useful discourse features for teaching English listening and speaking.
Chapter 9
The document discusses developing fluency in English speaking and listening. It describes the 4/3/2 technique where learners give talks in pairs with decreasing time (4 minutes, then 3 minutes, then 2 minutes) to encourage processing a large quantity of language. The technique helps learners reach a high performance level through repetition and time challenge. It also discusses designing fluency activities with easy tasks, message focus, time pressure, planning, and repetition. Finally, it addresses fitting fluency into the classroom curriculum and checking if units prepare learners and represent fluency goals.
Recommended
Chapter 7
Pushed output involves requiring learners to produce language in order to make them aware of gaps in their productive knowledge. When learners are "pushed" to produce output, they pay closer attention to grammar. Output practice is important because receptive knowledge does not automatically transfer to productive knowledge. The type of text or genre a learner is asked to produce in can influence what linguistic features they attend to. Factors like topic, text type, planning time, and performance conditions all impact pushed output activities. Formal speaking involves longer, more carefully planned presentations compared to informal conversation and requires specific skills training.
Chapter 1
The document summarizes the key components of an effective listening and speaking course. It outlines four strands: 1) learning through meaningful input, 2) learning through meaningful output, 3) deliberate attention to language, and 4) developing fluency. It discusses the importance of balancing these strands and providing ample time for learners to practice each one. It also describes various activities and techniques that can be used to teach the different strands effectively.
Chapter 2
This document discusses techniques for teaching listening and speaking skills to English language learners. It recommends focusing on meaningful language that is relevant to learners' lives. Activities should maintain learner interest through variety and avoid overloading them with new language. Comprehensible input and a stress-free classroom environment are important. Suggested activities include descriptions, questioning techniques, interviews, stories and role plays. A balanced program incorporates meaningful input and output, language focus, and fluency development.
Chapter 3
This document discusses listening as an important part of second language acquisition. It argues that listening provides input that allows learners to build a "cognitive map" of meaning in their mind, which may be more important than speaking practice alone. There are two main types of listening discussed: one-way transactional listening and two-way interactional listening. Successful listening relies on both bottom-up processing of linguistic elements as well as top-down processing using prior knowledge and schemata. The document outlines several specific listening challenges and provides suggestions for practice, including working with reduced forms, assimilation, elision, and resyllabification.
Chapter 8
This document discusses strategies for teaching vocabulary through language-focused learning. It outlines advantages such as speeding up acquisition rates and helping learners improve grammar. Limitations include the inability to change order of acquisition and needing opportunities for meaningful use. The best instruction involves understanding words as systems rather than messages by exploring spelling, meanings, word parts, collocations and context clues. Teaching vocabulary in this way can build implicit and explicit knowledge faster. Monitoring should check for attention to multiple word aspects, creativity, and links to prior knowledge. Key lists mentioned are the General Service List and Academic Word List.
Chapter 4
Dictation is a technique where learners listen to spoken language and write what they hear. It involves 100-150 word passages containing familiar vocabulary in new contexts. Variations include running dictation and dictogloss. Pre-dictation activities prime learners' listening by previewing words, questions, or repetitions. Dictation helps increase foreign language memory span through contextual practice listening and writing. Similar activities are dictogloss, oral reproduction, and retelling passages phrase-by-phrase.
Chapter8 part2
The document discusses types of grammar instruction including exploring collocation patterns and learning explicit grammatical rules through consciousness raising activities and language-focused correction. It also examines causes of second language errors such as interference from the first language and reduction to increase efficiency. Finally, it lists task-based sources of error and useful discourse features for teaching English listening and speaking.
Chapter 9
The document discusses developing fluency in English speaking and listening. It describes the 4/3/2 technique where learners give talks in pairs with decreasing time (4 minutes, then 3 minutes, then 2 minutes) to encourage processing a large quantity of language. The technique helps learners reach a high performance level through repetition and time challenge. It also discusses designing fluency activities with easy tasks, message focus, time pressure, planning, and repetition. Finally, it addresses fitting fluency into the classroom curriculum and checking if units prepare learners and represent fluency goals.
Chapter 5
The document discusses various aspects of teaching pronunciation to ESL/EFL students. It covers the importance of pronunciation for intelligibility and memory. The components of pronunciation are identified as articulation of sounds, distinctive features, stress, intonation, and blending/omission of sounds. Goals for pronunciation teaching include intelligibility, identity, ease of learning, acceptability, and availability of teachers/materials. Factors affecting pronunciation include age, first language, learner development, experience/attitudes, and teaching/learning conditions.
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This document discusses the concept of "pushed output" in second language acquisition. It argues that learners need to be pushed to produce spoken language in order to develop their productive skills. Pushed output involves encouraging learners to speak in unfamiliar areas through topics, text types, and performance conditions that push them out of their comfort zone. These could include less familiar genres, types of interaction, time pressures, or standards of performance. Planning, supportive listeners, and repeated tasks can help learners with pushed output. Different types of formal and informal speaking each have their own conventions that learners need experience with.
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The document discusses different approaches to teaching oral language skills, identifying three main types of speaking - talk as interaction, transaction, and performance. It analyzes the features and skills of each type of speaking, and recommends strategies for teaching students skills like conversation, information exchange, and formal presentations. Teachers should identify students' needs, plan activities with clear objectives, and provide feedback to help learners improve their oral language abilities.
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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.
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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.
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The document discusses second language acquisition, distinguishing between foreign language learning and second language learning. It covers barriers to acquisition for adults, including embarrassment over accent and lack of interest in the other culture. The document also examines factors important for learners such as motivation, comprehensible input and output, and the development of communicative competence, which involves grammatical, sociolinguistic, and strategic competence. Finally, it notes that applied linguistics investigates the nature of second language learning and deals with practical teaching issues.
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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 reading, writing, and translating between the native and target languages. The teacher is the authority in the classroom who explains grammar rules and translates texts while students focus on memorizing vocabulary, rules, and completing translation exercises with little interaction between students. The goal is to develop students' mental abilities to read and translate literature rather than focus on communication.
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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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Paper no 12 elt
Mansi Parmar submitted a paper on the oral and situational approach to language teaching. The situational approach developed in the 1930s-1960s and focused on developing speaking ability through vocabulary and grammar controlled by topic. Language was taught orally with new points introduced and practiced in simulated real-world situations. It relied on behavioral learning theory using real objects and pictures to demonstrate meanings clearly and facilitate memorization, though teachers found it difficult and boring to present all items situationally.
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The document discusses various aspects of teaching pronunciation to ESL/EFL students. It covers the importance of pronunciation for intelligibility and memory. The components of pronunciation are identified as articulation of sounds, distinctive features, stress, intonation, and blending/omission of sounds. Goals for pronunciation teaching include intelligibility, identity, ease of learning, acceptability, and availability of teachers/materials. Factors affecting pronunciation include age, first language, learner development, experience/attitudes, and teaching/learning conditions.
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This document discusses the concept of "pushed output" in second language acquisition. It argues that learners need to be pushed to produce spoken language in order to develop their productive skills. Pushed output involves encouraging learners to speak in unfamiliar areas through topics, text types, and performance conditions that push them out of their comfort zone. These could include less familiar genres, types of interaction, time pressures, or standards of performance. Planning, supportive listeners, and repeated tasks can help learners with pushed output. Different types of formal and informal speaking each have their own conventions that learners need experience with.
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Article presentation esl 501 developing classroom speaking activities
The document discusses different approaches to teaching oral language skills, identifying three main types of speaking - talk as interaction, transaction, and performance. It analyzes the features and skills of each type of speaking, and recommends strategies for teaching students skills like conversation, information exchange, and formal presentations. Teachers should identify students' needs, plan activities with clear objectives, and provide feedback to help learners improve their oral language abilities.
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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.
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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.
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The document outlines an English course syllabus beginning on November 9th, 2009. It will be taught by Dr. Shadia Yousef Banjar and use the Interchange Third Edition textbooks. The course will focus on developing students' speaking, listening, reading and writing skills in English. Students will practice conversations, discussions, presentations and comprehending spoken English. Requirements include regular attendance, participation, and practicing conversations outside of class.
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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 reading, writing, and translating between the native and target languages. The teacher is the authority in the classroom who explains grammar rules and translates texts while students focus on memorizing vocabulary, rules, and completing translation exercises with little interaction between students. The goal is to develop students' mental abilities to read and translate literature rather than focus on communication.
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The document outlines the principles and techniques of Community Language Learning, an approach for teaching adult language learners. It aims to help learners overcome fears of appearing foolish by creating a supportive environment. Key aspects include building relationships, explaining procedures, setting time limits, and using the language for communication. Techniques involve using the native language, reflecting on experiences, accepting all contributions non-threateningly, and having students and teacher jointly make decisions.
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Communicative competence refers to the ability to communicate effectively and involves linguistic, sociolinguistic, discourse and strategic competence. Developing students' communicative competence is a major goal of English teaching. Drama activities can be used to teach speaking as they involve students, make learning personalized and interactive, and focus on fluency over accuracy. Some benefits of using drama include enhancing creativity, oral skills, confidence, cultural understanding, and providing authentic contexts for meaningful communication. Role plays, simulations, games and improvisations are drama activities that meet criteria for good speaking practice by focusing on interaction, personalization and fluency development.
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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Integrated Skills
The document discusses integrated skills approaches to teaching English as a second language. It contrasts integrated skills approaches with traditional segregated skills approaches. Integrated skills approaches view language learning as involving multiple skills together through content-based instruction. Content-based instruction uses themes and activities to link reading, writing, listening and speaking skills. It reflects learners' needs to use language as a means to acquire information rather than just learning language itself. Effective content-based teachers employ varied instructional formats, group work, reading arrangements, define background knowledge and language skills needed, and help students develop coping strategies.
Paper no 12 elt
Mansi Parmar submitted a paper on the oral and situational approach to language teaching. The situational approach developed in the 1930s-1960s and focused on developing speaking ability through vocabulary and grammar controlled by topic. Language was taught orally with new points introduced and practiced in simulated real-world situations. It relied on behavioral learning theory using real objects and pictures to demonstrate meanings clearly and facilitate memorization, though teachers found it difficult and boring to present all items situationally.
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- 3. Background • The origins of Communicative Language Teaching (CLT) are found in the changes in the British language teaching tradition in the late 1960s.
- 4. What is the communicative language teaching ?
- 6. 1. Counselor 2. Group process manager 3. Need Analyst
- 7. The learner’s role • The learner is a negotiator • Learner are expected to interact with each other rather than with the teacher. • learner give and receive information
- 8. In practical terms, what does that mean? . We have to concentrate on the following: Teacher – Student interaction Activities Materials
- 9. Weakness and Strongness Weakness Strongness • The learner be given opportunity to practice the communication in every activities. • Difficult to learnt english by using target language. • It can make a confusing
- 10. Thank You !