The context of communicative language teaching
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This document discusses the key principles of communicative language teaching. It defines four main principles: 1) creating authentic learning experiences through real-life tasks and materials, 2) using language appropriately based on context, 3) treating errors as a natural part of learning, and 4) practicing grammar and vocabulary within meaningful contexts rather than in isolation. It provides examples to illustrate each principle.
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The document discusses key concepts and terminology related to error correction when teaching a second language. It defines types of mistakes learners make such as errors and slips. It also discusses reasons why learners make mistakes, including interference from their first language and developmental errors as they learn. The document provides guidance on when and how to correct errors, focusing more on errors that prevent communication. It suggests exposing learners to language just beyond their level and giving opportunities to focus on form and communicate.
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The document outlines an unusual lesson plan framework for teaching English using literature. It involves 6 stages: 1) Readiness activities to prepare students mentally for a text. 2) Experiential activities where students experience a text multidimensionally before understanding it linguistically. 3) Intake response activities where students reflect on and articulate their text experience. 4) Development activities where students produce language based on their text experience. 5) Input response activities where students discover language patterns. 6) More development activities providing opportunities for meaningful language use and expanding ideas. The framework is meant to engage students affectively and have them discover language patterns following a deep text experience.
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The context of communicative language teaching
- 1. The context of communicative language teaching
- 2. Main aim • To review what a communicative language approach involves from a series of key viewpoints.
- 3. Glossary Explicit language knowledge Conscious knowledge about how a language feature works. Implicit language knowledge Unconscious, automated knowledge about how a language feature works, accessed rapidly and easily
- 4. Glossary Controlled output Producing very specific language using tasks with limited complexity. Free output Producing less controlled language through more open- ended tasks.
- 5. Glossary Psuedo-authentic material Real material that has been slightly adapted for the learners’ levels.
- 6. What is communicative language learning all about?
- 7. A communicative task? I’m going to describe a situation to you. A teacher wants to get his students more interested in history, so he is going to take them on a class trip. Talk together about the different places they could visit and say which the students would find most interesting. Here’s a picture with some ideas to help you.
- 9. A communicative task? A. Tim thinks Ben should look on the concert website. B. Tim hopes that Ben will be able to come with him. C. Tim wants to know if Ben can pay him back today.
- 10. Key principles 1. Creating authentic learning experiences 3. Treating errors as a natural part of learning 2. Using language appropriately 4. Practising grammar and vocabulary within a context Using the language rather than knowing about the language
- 11. 1. Authenticity What does authenticity mean in communicative language teaching?
- 12. Authenticity Three main types: Text Real-life texts, audio or video material Real, practical usefulness May need to be adapted slightly (psuedo-authentic) Situational Properties of the task Task corresponds to a real-life activity Interactional Task creates a context where realistic language use take place Activates important mental processes
- 13. Authenticity Which of these do you think is the most authentic teaching point example? A. It’s raining cats and dogs. (idioms) B. My donkey is wearing a straw hat. (present cont.) C. How’s it going? / Not too bad. (greetings) D. Jane wrote a book. / The book was written by Jane. (passive voice)
- 14. 2. Using language appropriately
- 15. Using language appropriately Context Who are you talking/writing to? (audience) What is the desired outcome? (purpose) How can you use language to achieve this outcome? When you set a writing task, do you specify who the audience is (i.e. the target reader) and the purpose of this piece of writing? • Yes, always • Yes, sometimes • Occasionally • No, never
- 16. Errors are a natural part of learning
- 17. 3. Errors are natural Focus is on fluency rather than accuracy. Errors are learning opportunities. Focus is not on counting errors … but achieving communication.
- 20. 4. Linguistic competence: grammar and vocabulary How do we practise grammar and vocabulary within a context?
- 21. Grammar and vocabulary A. Complete these sentences with the past tense. 1. He …. for the book with a credit card. 2. Mary …. to call her brother. 3. I ….. to a French restaurant last night. B. Add the missing words below. Hi Phil, I know you love good food, so I thought I’d tell you about my evening last night. I had the best time with my friends! First, we ….. to a restaurant. We .... lots of amazing food, and it was delicious. We …. lots of money in the end, but really loved the experience!
- 22. Grammar and vocabulary Which of these grammar tasks makes the best use of context? • Read this text, highlight present perfect in yellow and past simple in green. • Convert this sentence into reported speech: ‘Go away, Tim!’ • Speak to your partner using the present continuous.