The document provides information about Communicative Language Teaching (CLT), including its key principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, suitable materials and techniques, and syllabus models stemming from CLT. The document contains questions for a quiz on CLT and provides examples of information gap activities and bibliographic references.

1. VIÑATI,CAMILA
QUIZ con Communicative Language Teaching (2018)
1. Summarize the Principles that underline CLT.
2. What are teachers’ roles and learners’ roles in CLT?
3. What are the characteristics of the teaching/learning process?
4. What kinds of interaction are there?
5. How are language and culture viewed?
6. What language skills are emphasized?
7. What is the role of students’L1?
8. How is evaluation carried out? How do teachers respond to students’
errors?
9. Summarize 10 (ten) main differences between Audio-lingual Method and
CLT.
10.What sort of materials/ techniques and activities can be used in CLT?
11.What models for syllabuses stemmed out from CLT?
EXAMPLES OF INFORMATION GAP ACTIVITIES:
http://learnenglishteens.britishcouncil.org/exams/speaking-
exams/information-gap-activity
BIBLIOGRAPHY:
Larsen Freeman, D. (2000). Techniques and Principles in Language Teaching.
Oxford: OUP.
Richards, J. and Rodgers, T. S. (2001): “Approaches and Methods in Language
Teaching”, CUP. (Photocopies at Centro fac. Cs. Humanas)

2. VIÑATI,CAMILA
1-
PRINCIPLES DESCRIPTION
Use of authenticlanguage. Language as it is used in a real context
should be introduced.
Promote communicativecompetence Thisis done throughthe use of authentic
materialsandthe encouragementtodevelop
strategies,suchas,understands the
speaker’s/writer’sintention.
Instrumental use of target language The target language isusedtocommunicate.
So,it isnot seenas somethingtoacquire at
the endof the road;
Emphasisonthe processof communication. One functionmaybe realizedthroughseveral
linguisticformsandvice versa.
Language at Discourse level Studentslearn aboutcohesionandcoherence
to understandtexts.
Purposeful language exchange Exchanges in real life happen because of
a need to communicate something, thisis
the bestway to teachstudents i.e.their
communicationhas a clear goal or purpose.
Fostercritical thinking Encourage studentstoexpresstheiropinions
and views.
Error tolerance Consideredasanatural outcome of the
developmentof communicationskills.
Teacher as facilitator and advisor Responsible toestablishsituations likelyto
promote communication.
Cooperative work &relationships Communicative interactiongivesstudents
opportunities tonegotiate meaning.
Relevance of context&use of appropriate
language forms
The social context of the communicative
event is of paramount importance in giving
meaning to the utterances. Italsonarrows
the linguisticoptionswhich are appropriate
for the situation.
Freedomtouse language Studentsare able to choose whatto sayand
how to say it.

3. VIÑATI,CAMILA
Grammar & Vocabulary Theysucceedthe function,situational
contextandroles of the interlocutors.
2- The teacherfacilitatescommunicationinthe classroom.Her majorresponsibilityis to
establishsituations likelytopromote communication. She actsas an adviser, whenstudents
are solving activities, by answering theirquestions.She alsomaybe aco-communicator
when she engagesinthe activitiesalongwiththe students.
Studentsare communicatorswhoactivelyinteractwitheachotherandnegotiate meaning.
Theytry to delivertheirmessage asclearaspossible andtounderstandtheir interlocutor’s
responsesaswell. InCLT,studentsare more responsibleof theirownlearningprocessasthe
teacher’srole islessdominant.
3- In Communicative Language Teaching almost everything is done with a
communicative intent. In this way, students are involved in different activities that
require from them to use the language for a clear purpose. Activitiesare truly
communicative have three featuresincommon:
• Informationgap: one personinthe exchange possessesinformationor knows somethingthe
otherpersondoesnot.
• Choice: interlocutorshave freedominchoosingformandcontenttodelivertheir intended
message.
• Feedback: ascommunicationispurposeful, speakerscanevaluate if theyhave achievedtheir
purpose bywhattheirlistenersrespond.Withoutthisfeedback,we wouldnotbe able toknow
to whatextentourmessage hasbeenunderstood.
Anothercharacteristicof CLT isthe use of authenticmaterialswhichallow studentsto develop
strategiestounderstandandtodeal withlanguage inreal situationsi.e.theylearnhow to
cope withsimilarsituationsintheirlives.One lastcharacteristicof CLTis thatstudentsare
encouragedtointeractinsmall groupswhichmaximizesthe timeallottedtoeachstudentfor
communicatingandreduces levelsof anxiety.
4- There are twotypesof interaction:betweenteacherandstudentsandamongthe students
themselves.The teachermaypresentpartof the lessonactingasa facilitatorof the activities
or as a co-communicator. Mostof the time,teacher’srole is topromptmeaningful
communicationamongthe students.Onthe otherhand,studentsinteractalot withone
anotherthroughpairwork,triads,small groupsand whole group.
5- Language isviewedasa meansforcommunication.Learnersneedthe knowledge notonly
of the linguisticformsbutalsoof the differentmeaningsandfunctions. Being aware that
one linguisticform mayfulfilseveral functionsandvice versahelpsstudentsto accommodate
the language appropriately to what they want to say. Moreover,the contextof situation
and the contextof culture influence ourmessage;bothitscontent anditsform.

4. VIÑATI,CAMILA
6- Studentsworkonall four skills. The emphasisismade onthe understandingof meaning
and negotiations;studentswork withtexts(writtenororal) at suprasentential ordiscourse
level.Theyrecognize cohesiondevicesandthatthe lack of themmay hinder the
interpretationof the reader/listener.Besides,studentsare made aware of the fact that
meaningsdonotreside inthe textbutrather that theyarise throughthe interpersonal
negotiationbetweenspeaker/listener (immediate feedback) or writer/reader (delayed
feedback).
7- Judicioususe of the students’native language isallowedinCLT.However,mostof the time
the target language shouldbe used,whetheritistopresentinformation,togive
instructions, to clarify or explain and to give homework. In thisway,students are
embeddedinthe language andlearnthatlanguage isavehicle forcommunicationaswell
as the objectof study.
8- Teachersevaluate bothaccuracy and fluency. Theyare measuredduringclass, while
studentsinteract throughdifferentactivities,orwithamore traditional/formal writtentest
inwhichstudentshave towrite a letter,e-mail orasmall piece of textwitha clear
communicative purpose. Errorsof formare highlytoleratedduringfluencybasedactivities
and theyare seenas a natural outcome of the developmentof communicationskills.
Studentscanhave limitedlinguisticknowledge andstill be successful communicators.
9-
Communicative Language
Teaching
Audio-Lingual Method
Goals To enable students to
communicate inthe target
language.
To use the targetlanguage
communicatively.Students
need tooverlearnthe target
language.
Teacher’srole Teacher as a facilitator
(establish situations likely
to promote communication)
and adviser (during the
activities).Co-communicator.
‘Orchestraleader’: directs
and controlsstudents’
behaviourinthe target
language. Models: they
provide the examplewhich
studentshave toimitate.
Teaching/ learning process Everythingdone with
communicative purpose.
Informationgapis necessary.
Freedomof contentand
formand possibilityof
feedback tocheckif purpose
was achieved.
Vocabulary,structural
patterns& culture in
dialoguesanddrills. These
are learned through
repetition. Successful
responses are reinforced.
Grammar is inducedfrom
examples
Interaction Teacherpresents,facilitates,
and issometimesaco-
communicator. Students
Mostlyteacherdirected.
Student-studentinteraction
when practicingdialogs.

5. VIÑATI,CAMILA
interactinpairs, triads,
small groupsor whole group.
Feelings Motivationisenhanced
throughthe use of language
witha clearcommunicative
purpose.
No principle relatestothis
area
Areasof language Language functions
emphasized overforms.
From simplertocomplex
forms.Work at discourse
level.
Vocabularyiskeptto a
minimumwhilestudents
mastergrammatical
patterns.
Language skills Four skillsare practised. Oral skillsare emphasized
Students´L1 Judicioususe of L1 is
permitted.
It interferes withthe
students’ attempts to
master the target language
Evaluation Teacherevaluates students’
accuracy and alsotheir
fluency. Assessingboth
formally andinformally.
Discrete-pointinnature.
Focuson accuracy /form.
Errors Mistakes are a natural
outcome of the students’
development.
Mistakes leadtothe
formation of badhabits.
They are immediately
correctedand they needto
be prevented, if possible.
10- Appropriate materials to use in CLT are the following: scrambled sentences, language
games, picture stripstories, role plays, andalsoauthenticmaterialssuchas newspapers,
magazinesandTV programmes.
11- One model of syllabus that stemmedout fromCLT was the Notional syllabus
(Wilkins1976).