CLT and TBL
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Task-based learning involves exposing learners to meaningful social contexts using the target language, providing frequent opportunities for active use of the language in communicative situations, and motivating learners for language learning. It follows a typical sequence of a pre-task phase, task phase, and post-task phase. The principles emphasize using appropriate language functions and exponents for communication over isolated grammar patterns.
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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)/Task Based Learning (TBL)
This is a presentation about two english teaching methods: the CLT (Communicative Language Teaching) and the TBL (Task Based Learning).
Post clt methods
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
Ch 9 communicative language teaching
Communicative Language Teaching focuses on developing students' communicative competence or ability to use language appropriately in different social contexts. It emphasizes using authentic materials from real-world situations to promote using language for meaningful purposes rather than just studying its structure. Some key principles are integrating grammar and vocabulary learning with functional uses, situational contexts and social roles; viewing errors as natural parts of communication skill development; and encouraging cooperation, choice, and feedback through activities like information gaps, language games, role-plays and storytelling with pictures.
CLT "communicative language method"
Communicative Language Teaching (CLT) emerged in the 1970s as a result of experts realizing that students needed to develop communicative competence rather than just mastering linguistic structures. CLT aims to make communication the goal of language teaching by using authentic materials and meaningful, collaborative tasks. It focuses on using language as a means of communication rather than just studying structure. Key characteristics include using real contexts, providing opportunities to develop strategies, and practicing functional language. The teacher takes on roles like adviser and instructor, while students are active communicators responsible for their own learning. Techniques include role plays, problem-solving tasks, and using real-world materials like menus or newspaper articles.
Difference between CLT and ALM
CLT emphasizes meaning and communication over structure and form. It uses contextualization and aims for learners to communicate effectively. In contrast, ALM focuses on accurate mastery of language structures, forms, and rules through repetition and memorization without explicit grammar instruction. Translation and the native language are accepted in CLT but forbidden in ALM. CLT aims for communicative competence while ALM aims for linguistic competence.
Clt padil
Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes authentic interaction and communication as both the means and goal of instruction. CLT uses real-life situations to encourage communication and aims to develop students' communicative competence. The teacher takes the role of facilitator and manager of classroom activities, establishing situations to promote communication, answering questions, and monitoring performance. Students are actively engaged as communicators, working to transfer meaning, make themselves understood, understand others, and manage social activities. Benefits of CLT include effective teaching methods, a friendly learning environment, easier student motivation, learning without memorization, supporting creativity, and developing fluency and accuracy.
communicative language teaching
Communicative Language Teaching (CLT) is an approach that emphasizes developing students' communicative competence as the goal of language learning. CLT aims to teach the four language skills through interaction in the target language using authentic texts. It focuses on enhancing students' personal experiences and linking classroom learning to language use outside of class. CLT involves students interacting with each other in roles as negotiators and joint problem-solvers, while teachers facilitate communication and act as independent group participants.
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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)/Task Based Learning (TBL)
This is a presentation about two english teaching methods: the CLT (Communicative Language Teaching) and the TBL (Task Based Learning).
Post clt methods
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
Ch 9 communicative language teaching
Communicative Language Teaching focuses on developing students' communicative competence or ability to use language appropriately in different social contexts. It emphasizes using authentic materials from real-world situations to promote using language for meaningful purposes rather than just studying its structure. Some key principles are integrating grammar and vocabulary learning with functional uses, situational contexts and social roles; viewing errors as natural parts of communication skill development; and encouraging cooperation, choice, and feedback through activities like information gaps, language games, role-plays and storytelling with pictures.
CLT "communicative language method"
Communicative Language Teaching (CLT) emerged in the 1970s as a result of experts realizing that students needed to develop communicative competence rather than just mastering linguistic structures. CLT aims to make communication the goal of language teaching by using authentic materials and meaningful, collaborative tasks. It focuses on using language as a means of communication rather than just studying structure. Key characteristics include using real contexts, providing opportunities to develop strategies, and practicing functional language. The teacher takes on roles like adviser and instructor, while students are active communicators responsible for their own learning. Techniques include role plays, problem-solving tasks, and using real-world materials like menus or newspaper articles.
Difference between CLT and ALM
CLT emphasizes meaning and communication over structure and form. It uses contextualization and aims for learners to communicate effectively. In contrast, ALM focuses on accurate mastery of language structures, forms, and rules through repetition and memorization without explicit grammar instruction. Translation and the native language are accepted in CLT but forbidden in ALM. CLT aims for communicative competence while ALM aims for linguistic competence.
Clt padil
Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes authentic interaction and communication as both the means and goal of instruction. CLT uses real-life situations to encourage communication and aims to develop students' communicative competence. The teacher takes the role of facilitator and manager of classroom activities, establishing situations to promote communication, answering questions, and monitoring performance. Students are actively engaged as communicators, working to transfer meaning, make themselves understood, understand others, and manage social activities. Benefits of CLT include effective teaching methods, a friendly learning environment, easier student motivation, learning without memorization, supporting creativity, and developing fluency and accuracy.
communicative language teaching
Communicative Language Teaching (CLT) is an approach that emphasizes developing students' communicative competence as the goal of language learning. CLT aims to teach the four language skills through interaction in the target language using authentic texts. It focuses on enhancing students' personal experiences and linking classroom learning to language use outside of class. CLT involves students interacting with each other in roles as negotiators and joint problem-solvers, while teachers facilitate communication and act as independent group participants.
Communicative language teaching
This document discusses Communicative Language Teaching (CLT), an approach that emphasizes interaction as both the means and goal of language study. It has five key features: using the target language for interaction, introducing authentic texts, allowing learners to focus on the learning process, enhancing personal experiences, and linking classroom learning to outside activities. The goal of CLT is to enable communication, requiring knowledge of linguistic forms and functions. Learners are actively engaged in negotiating meaning while teachers facilitate communication. Classroom activities that support CLT include role plays, jigsaw activities, and pair/group work.
Communicative language teaching_(clt)2
This document discusses the background and key principles of Communicative Language Teaching (CLT). It describes how CLT emerged in response to the need for language teaching to focus on communicative proficiency. CLT is not based on any single model and draws from theories of communicative competence, language functions, and the purposes of language. Central to CLT is that the goal of language teaching is communicative competence and that language learning involves developing skills for communication. Accuracy and fluency are both important aims.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
Communicative Language Teaching
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Clt
The Communicative Approach emerged in the early 1970s from the work of Chomsky and experts at the Council of Europe. It was a reaction against previous audio-lingual methods that focused on grammar rules and drills. The Communicative Approach emphasized using language for meaningful communication and developed the concept of "communicative competence." Hymes expanded this idea to include the social and cultural knowledge needed to understand and use language appropriately in different contexts.
Communicative Language Teaching
The document discusses the principles and goals of communicative language teaching. It advocates for developing all aspects of communicative competence, including linguistic, pragmatic, and sociolinguistic skills. Classroom activities should focus on interaction, negotiation of meaning, and balancing fluency and accuracy. The teacher's role is to create a supportive environment where learners can collaborate and take risks in using the target language. Authentic materials and roles are important, and evaluation should not reference "native-like" abilities given today's multicultural world.
Communicative Language Teaching in India
This document summarizes a research paper on the application of communicative language teaching (CLT) in India. It discusses how CLT was introduced to English language teaching in India in the 1980s with a focus on functional language over literature. It also describes some challenges to implementing CLT in India, including large class sizes, heterogeneous students from varied educational backgrounds, and lack of infrastructure and learning resources. Overall, the document evaluates the efforts to adopt CLT in India but notes that student-centered learning and establishing a supportive environment remain important for students to gain confidence in using English.
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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.
Communicative language teaching
Communicative Language Teaching (CLT) originated from criticisms of Situational Language Teaching in the late 1960s. CLT focuses on developing students' communicative competence through meaningful use and practice of language in various contexts. Proponents of CLT argued that traditional approaches did not prepare students for real-world language use. CLT is based on the idea that language learning involves using language pragmatically and functionally to allow interaction and exchange of information.
CLT method (TEFL)
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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This PPT mentions some basic information about The Communicative Approach or Communicative Language Teaching, it mostly focus on the Pedagogical Perspective.
Communicative language teaching (CLT)
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.
Slides clt
Communicative language teaching (CLT) emphasizes interaction as both the means and goal of language learning. CLT originated in changes to British language teaching in the 1960s and was further developed in the 1970s. It aims to make communicative competence the goal by developing procedures for teaching the four language skills. CLT views language as a social tool for communication and interaction. Lessons focus on meaningful tasks and activities that involve real-world language use, such as role plays, information sharing, and problem-solving.
Difference between CLT and ALM
CLT and ALM are approach which helps to learn the language. Both are inter-connected. CLT can apply anywhere where people can communicate and ALM controls the people with such limitation. For proper pronunciation we need ALM but there is such limitation of vocabulary.
Classroom research lesson 2
This document provides an overview of Communicative Language Teaching (CLT), including its definitions, principles, and roles. CLT focuses on developing students' communicative competence through meaningful interaction and real-world tasks. It emphasizes using authentic materials and learner-centered instruction. The key aspects of CLT are developing students' linguistic, pragmatic, discourse, and strategic competence. Teachers act as facilitators rather than authorities, and encourage creativity and student input. The goal of CLT is for students to gain the ability to communicate effectively in social contexts using the target language.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT) and provides details about its background, theory of language, theory of learning, curriculum design, roles of teachers and learners, and teaching procedures. CLT aims to make communicative competence the goal of language teaching by focusing on meaningful communication. It emphasizes using language functions and notions to develop the four skills and views language as a social tool for interaction.
What is CLT?
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
Communicative language teaching
The Communicative Approach emphasizes interaction and communication as both the means and goal of language learning. It developed in response to criticisms of previous audiolingual and situational teaching methods. Key aspects of the Communicative Approach include focusing on communicative competence over grammatical rules, using functional and notional categories to organize syllabi, and incorporating meaningful, task-based learning activities. Proponents argue this makes language learning more relevant, motivating, and learner-centered. However, critics note it may neglect formal language structures and be difficult to implement in some classrooms. Overall, the Communicative Approach aims to make language teaching more functional and interactive.
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This document discusses the evolution of communicative language teaching (CLT) and proposes a "principled communicative approach" (PCA) that better integrates explicit and implicit learning. It argues that while CLT effectively promoted communicative skills, it did not properly address the psychology of language learning. The PCA incorporates focus on form, automatization of fluency through practice, and teaching of formulaic language. The author proposes seven principles for the PCA to provide a more psychologically-valid approach for second language acquisition in the 21st century.
Communicative language teaching
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
This document discusses Communicative Language Teaching (CLT), an approach that emphasizes interaction as both the means and goal of language study. It has five key features: using the target language for interaction, introducing authentic texts, allowing learners to focus on the learning process, enhancing personal experiences, and linking classroom learning to outside activities. The goal of CLT is to enable communication, requiring knowledge of linguistic forms and functions. Learners are actively engaged in negotiating meaning while teachers facilitate communication. Classroom activities that support CLT include role plays, jigsaw activities, and pair/group work.
Communicative language teaching_(clt)2
This document discusses the background and key principles of Communicative Language Teaching (CLT). It describes how CLT emerged in response to the need for language teaching to focus on communicative proficiency. CLT is not based on any single model and draws from theories of communicative competence, language functions, and the purposes of language. Central to CLT is that the goal of language teaching is communicative competence and that language learning involves developing skills for communication. Accuracy and fluency are both important aims.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Clt
The Communicative Approach emerged in the early 1970s from the work of Chomsky and experts at the Council of Europe. It was a reaction against previous audio-lingual methods that focused on grammar rules and drills. The Communicative Approach emphasized using language for meaningful communication and developed the concept of "communicative competence." Hymes expanded this idea to include the social and cultural knowledge needed to understand and use language appropriately in different contexts.
Communicative Language Teaching
The document discusses the principles and goals of communicative language teaching. It advocates for developing all aspects of communicative competence, including linguistic, pragmatic, and sociolinguistic skills. Classroom activities should focus on interaction, negotiation of meaning, and balancing fluency and accuracy. The teacher's role is to create a supportive environment where learners can collaborate and take risks in using the target language. Authentic materials and roles are important, and evaluation should not reference "native-like" abilities given today's multicultural world.
Communicative Language Teaching in India
This document summarizes a research paper on the application of communicative language teaching (CLT) in India. It discusses how CLT was introduced to English language teaching in India in the 1980s with a focus on functional language over literature. It also describes some challenges to implementing CLT in India, including large class sizes, heterogeneous students from varied educational backgrounds, and lack of infrastructure and learning resources. Overall, the document evaluates the efforts to adopt CLT in India but notes that student-centered learning and establishing a supportive environment remain important for students to gain confidence in using English.
Communicative language teaching/ Principles of Language Teaching
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.
Communicative language teaching
Communicative Language Teaching (CLT) originated from criticisms of Situational Language Teaching in the late 1960s. CLT focuses on developing students' communicative competence through meaningful use and practice of language in various contexts. Proponents of CLT argued that traditional approaches did not prepare students for real-world language use. CLT is based on the idea that language learning involves using language pragmatically and functionally to allow interaction and exchange of information.
CLT method (TEFL)
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.
Communicative Language Teaching
This PPT mentions some basic information about The Communicative Approach or Communicative Language Teaching, it mostly focus on the Pedagogical Perspective.
Communicative language teaching (CLT)
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.
Slides clt
Communicative language teaching (CLT) emphasizes interaction as both the means and goal of language learning. CLT originated in changes to British language teaching in the 1960s and was further developed in the 1970s. It aims to make communicative competence the goal by developing procedures for teaching the four language skills. CLT views language as a social tool for communication and interaction. Lessons focus on meaningful tasks and activities that involve real-world language use, such as role plays, information sharing, and problem-solving.
Difference between CLT and ALM
CLT and ALM are approach which helps to learn the language. Both are inter-connected. CLT can apply anywhere where people can communicate and ALM controls the people with such limitation. For proper pronunciation we need ALM but there is such limitation of vocabulary.
Classroom research lesson 2
This document provides an overview of Communicative Language Teaching (CLT), including its definitions, principles, and roles. CLT focuses on developing students' communicative competence through meaningful interaction and real-world tasks. It emphasizes using authentic materials and learner-centered instruction. The key aspects of CLT are developing students' linguistic, pragmatic, discourse, and strategic competence. Teachers act as facilitators rather than authorities, and encourage creativity and student input. The goal of CLT is for students to gain the ability to communicate effectively in social contexts using the target language.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT) and provides details about its background, theory of language, theory of learning, curriculum design, roles of teachers and learners, and teaching procedures. CLT aims to make communicative competence the goal of language teaching by focusing on meaningful communication. It emphasizes using language functions and notions to develop the four skills and views language as a social tool for interaction.
What is CLT?
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
Communicative language teaching
The Communicative Approach emphasizes interaction and communication as both the means and goal of language learning. It developed in response to criticisms of previous audiolingual and situational teaching methods. Key aspects of the Communicative Approach include focusing on communicative competence over grammatical rules, using functional and notional categories to organize syllabi, and incorporating meaningful, task-based learning activities. Proponents argue this makes language learning more relevant, motivating, and learner-centered. However, critics note it may neglect formal language structures and be difficult to implement in some classrooms. Overall, the Communicative Approach aims to make language teaching more functional and interactive.
Communicative language teaching in the 21st century: The principled communica...
This document discusses the evolution of communicative language teaching (CLT) and proposes a "principled communicative approach" (PCA) that better integrates explicit and implicit learning. It argues that while CLT effectively promoted communicative skills, it did not properly address the psychology of language learning. The PCA incorporates focus on form, automatization of fluency through practice, and teaching of formulaic language. The author proposes seven principles for the PCA to provide a more psychologically-valid approach for second language acquisition in the 21st century.
Communicative language teaching
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/ Principles of Language Teaching
Communicative language teaching/ Principles of Language Teaching
Communicative language teaching in the 21st century: The principled communica...
Communicative language teaching in the 21st century: The principled communica...
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This document discusses integrating critical thinking and the other "4Cs" (communication, collaboration, and creativity) into teaching. It provides definitions and examples of how each "C" can be developed to prepare students for the 21st century. The document outlines 10 specific ways that technology can be integrated to teach each of the 4Cs, with examples for different grade levels and subjects. The examples focus on having students conduct research, analyze information from different perspectives, solve problems collaboratively, and use digital tools to communicate and present their work.
Integrating 4 c's into teaching.pptx
This presentation provides the importance of incorporating the 4 C's into teaching, besides of the definition of every "C", its relation with one another, and different ways to integrate it into the classroom.
Comunicative language teaching
Communicative language teaching involves developing four types of competencies: grammatical, sociolinguistic, discursive, and strategic. It focuses on developing whole-task practice and natural learning through role-playing, games, and simulated real-world scenarios. The teacher acts as a facilitator who manages classroom activities and advises students, analyzing their needs and participating in communicative exercises to help students develop formal accuracy, feasibility, appropriateness, and understanding of contextual entailments.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
Approaches and methods in language teaching
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
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CLT and TBL Presentation by Kamir, Cristian and Janine :D
Task-based learning involves exposing learners to meaningful social contexts using the target language, providing frequent opportunities for active use of the language in communicative situations, and motivating language learning. It follows a typical sequence of a pre-task, task, and post-task phase. The principles emphasize using appropriate language functions and exponents for communication over mere grammar patterns, through communicative activities that involve exposure and use of the language.
CLT
This document discusses communicative language teaching (CLT) and its key principles:
1. CLT aims to develop learners' communicative competence through meaningful interaction and negotiation of meaning, rather than just focusing on grammar.
2. CLT views language learning as resulting from interaction, collaboration, negotiation, and attention to feedback. Learners experiment and pay attention to input.
3. In CLT classrooms, teachers take on a facilitating role and learners have greater responsibility for their own learning through cooperative activities.
4. CLT prompted a rethinking of syllabus design and methodology, moving from traditional grammar-focused approaches to a focus on functions, notions, skills, and authentic language use.
Improved approaches presentation
The document summarizes several language teaching approaches:
- Grammar-translation focuses on translating texts and learning grammar rules, with little use of the target language.
- Direct method uses everyday language and avoids translation, making meaning clear through actions.
- Reading approach emphasizes reading comprehension and controlled vocabulary.
- Audiolingualism uses repetition and habit formation, sequencing grammar and postponing reading/writing.
- Communicative approach focuses on meaningful communication over language forms.
- Task-based instruction uses real-world tasks as the basis for language learning.
- Content-based instruction integrates language learning with academic content learning.
Clt last ppt
This document discusses trends in language teaching methods over time. It describes the grammar translation method, direct method, and audio-lingual method. It then focuses on communicative language teaching (CLT), which aims to develop students' communicative competence through social interaction and meaningful tasks. CLT assumes language is learned gradually and students have different needs, so teachers should facilitate classroom communication and establish a community environment. The document also outlines 10 core assumptions of CLT, including that communication should be meaningful, content relevant, and a holistic process facilitated through discovery activities.
communicative language teaching/ Shaho hoorijani
This document discusses Communicative Language Teaching (CLT), an approach to language teaching that aims to develop learners' communicative competence. It outlines the theory of language and learning underlying CLT, as well as the design principles for objectives, syllabus, learning activities, learner and teacher roles, and instructional materials. CLT procedures have evolved over time to focus on identifying learners' needs, developing communicative classroom activities, and applying principles to different aspects of teaching and learning. The goal of CLT is to make communication the focus of language instruction in order to prepare learners to use language functionally and socially appropriately.
Improved approaches presentation 2012
The document discusses various language teaching methods and approaches, including grammar-translation, audiolingualism, communicative language teaching, task-based instruction, and content-based instruction. It provides descriptions of the key elements and procedures of each approach, and notes critiques of some approaches. The focus of many modern approaches is on using the target language for meaningful communication rather than rote memorization and translation exercises.
Communicative language teaching (clt)
The document provides an overview of Communicative Language Teaching (CLT). It discusses the origins and key aspects of CLT including its theory of language as communication, theory of learning focused on meaningful tasks, design with objectives centered around communicative competence, syllabus based on notions and functions, emphasis on interactive activities, and roles of the learner and teacher in facilitating communication. The roles of instructional materials in promoting language use are also outlined. In conclusion, while CLT aims to make communication the goal, it has limitations in fully replicating authentic use and in implementation for beginners who need more structure.
Communicative Language Teaching (Complete)
This document discusses theories of language and language learning, including the structural, functional, and interactional views of language. It then covers the history of language teaching approaches, from the Classical period to modern communicative language teaching. Communicative language teaching emphasizes using language for meaningful communication, with the goal of developing learners' communicative competence. Key components of this approach include its principles, the roles of the teacher as facilitator and of learners as communicators, the use of authentic and task-based materials, and a syllabus focused on semantic notions and communicative functions.
Communicative approach
The communicative approach focuses on developing students' communicative competence through meaningful use of language. It views language as a social tool for communication. The approach emphasizes using language functions to perform tasks and develop the four skills. Teachers adopt facilitator roles to organize communicative activities like information sharing, problem solving and role plays that engage students in real-life language use. Materials support this approach through authentic texts, tasks and real-world objects. The goal is to equip students to successfully communicate in the target language.
The communicative approach
The document discusses the Communicative Language Teaching (CLT) approach. It begins by providing a brief history of CLT, noting its origins in changes to British language teaching in the late 1960s that moved away from the prior Situational Language Teaching approach. CLT focuses on developing communicative competence rather than just language structures. The document then outlines key aspects of CLT including its objectives to integrate language and content learning, syllabus models focused on notions and functions, the roles of teachers in facilitating interaction and of learners as negotiators, and methodological procedures involving pre-communicative, communicative, and social interaction activities.
Communicative language teaching
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English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Applied linguistics Session 5-6_31_10_2021 Approaches & Methods in ELT 2.pdf
This document provides an overview of the Situational Language Teaching (SLT) approach. SLT was developed in the 1930s-1960s and emphasized teaching language through spoken practice of grammatical structures in real-world situations. Key aspects included using visual aids to introduce vocabulary and grammar points gradually, practicing through repetition and substitution drills, and focusing on automatizing basic sentence patterns to develop reading and writing skills. SLT viewed language learning as habit formation and the teacher's role was to model structures and conduct drills to build accurate speech habits.
The communicative approach kk
The communicative approach focuses on developing students' communicative competence through meaningful communication. The teacher's role is to facilitate communication between students by keeping teacher talk time low and providing relevant activities. Effective activities involve information sharing between students, such as games, role-plays and simulations, and use authentic materials. The goal is to give students opportunities to practice all language skills through communicative, learner-centered lessons and activities.
Quiz on clt practical 18 by l ucrecia corral
The document summarizes the key principles and characteristics of Communicative Language Teaching (CLT). It discusses CLT's focus on meaningful communication over grammatical accuracy. The teacher acts as a facilitator, establishing situations to promote student interaction. Students are actively engaged in negotiating meaning through communicative activities involving information gaps, choice, and feedback. Errors are tolerated as students develop their communication skills. The document also contrasts CLT with the Audio-Lingual Method and lists some models for CLT-based syllabuses.
Communicative Language Teaching
Communicative Language Teaching (CLT) originated from changes in British language teaching in the late 1960s that rejected a focus on grammar mastery and emphasized communicative competence instead. CLT is based on theories that language is communication and is acquired through use. It aims to make communication the goal and teaches language skills interdependently through meaningful tasks. CLT lessons typically involve group work, information sharing activities, and role plays to encourage risk taking and free practice using language for various functions.
Part one
in eliciting a learner’s answer.
• 4-As prompter: while learners are doing tasks.
• 5-As participant: in joining in activities with learners.
• 6-As resource: in providing information to learners.
• 7-As tutor: in giving individual attention to learners.
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Language teaching methods: from past to future
The document discusses various approaches to language teaching such as grammar translation, audiolingualism, communicative language teaching, and content-based instruction. It also covers methods like task-based learning, content and language integrated learning (CLIL), and total physical response. The final sections reflect on elements of a successful CLIL lesson and providing an example CLIL lesson plan focusing on the 4Cs of content, communication, culture and cognition.
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CLT and TBL
- 3. Task Based Learning It’s the logical outcome of theories of second language learning associated with the communicative approach.
- 4. There are three essential conditions to learn a foreign language: Learners need regular exposure to the target language in meaningful social communicative contexts. They need frequent opportunity for the active use of the target language in communicative situations. Learners need a strong motivation for language learning
- 5. Typical TBL sequence: Pre- Task task phase phase Post task phase
- 7. Set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom.
- 8. The first guiding principle: Need for appropriacy *Language Functions Not *Language patterns of Exponents grammar
- 10. CTL Reminds us: • People learn languages so they can comunicate with them. • Gives students aspects of style and appropriacy. • Gives them oportunities to try out real language within.