1. After reading chapter 2, how would you define Communicative Language Teaching? Provide a detailed definition using your own words.
2. What kinds of topics, communication activities (role plays, presentations, debates), and participation formats (teacher-fronted, pair, or small group) did (or might) you most enjoy using as a language learner, and why? Which did you enjoy the least? Did the instruction enable you to use the language later in noninstructional situations? Can you recall any activity or project that integrated listening, speaking, reading, and writing?
3. How do (or might) you use technology for language teaching and learning in your context? What constraints do you face? Do you think that you as a language learner or your (future) students would want to engage in virtual or simulated learning environments online? Why or why not? What possibilities might there be for other non-face-to-face interactions (via chat, email, or online discussion groups) as a way of developing learners' communicative competence? What advantages do those have over more traditional print-based or face-to-face instruction and practice?
4. How might the principles of CLT be applied or adapted to meet the challenges posed by the following sorts of contexts? Choose two situations from the list below to discuss:
a. Learners have limited access to new information and communication technologies or to authentic samples of oral or written language.
b. Existing teaching materials represent a very different orientation to teaching.
c. The goals of the course are much more traditional, for example, to help students pass high-stakes language tests like TOEFL.
d. Class sizes are very large, and acoustics are poor.
e. Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered.
f. Teachers (and students) have difficulty teaching using the L2 primarily due to a lack of proficiency in it.
5. Do you agree that formulaic sequences and vocabulary are more important than grammar in the early stages of L2 learning? Why or why not?
6. The chapter focuses on four ways of focusing on form. What do you see as the advantages and limitations of each way?
7. What are your own views about the value of teaching explicit L2 knowledge?
8. How can you maximize the amount of input that your students are exposed to both in and out of the classroom?
9. "Controlled practice exercises typically result in output that is limited in terms of length and complexity" (p. 39). Do you agree with this statement? Do you see any advantages of such exercises?
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1. After reading chapter 2, how would you define Communicative L.docx
1. 1. After reading chapter 2, how would you define
Communicative Language Teaching? Provide a detailed
definition using your own words.
2. What kinds of topics, communication activities (role plays,
presentations, debates), and participation formats (teacher-
fronted, pair, or small group) did (or might) you most enjoy
using as a language learner, and why? Which did you enjoy the
least? Did the instruction enable you to use the language later in
noninstructional situations? Can you recall any activity or
project that integrated listening, speaking, reading, and writing?
3. How do (or might) you use technology for language teaching
and learning in your context? What constraints do you face? Do
you think that you as a language learner or your (future)
students would want to engage in virtual or simulated learning
environments online? Why or why not? What possibilities might
there be for other non-face-to-face interactions (via chat, email,
or online discussion groups) as a way of developing learners'
communicative competence? What advantages do those have
over more traditional print-based or face-to-face instruction and
practice?
4. How might the principles of CLT be applied or adapted to
meet the challenges posed by the following sorts of contexts?
Choose two situations from the list below to discuss:
a. Learners have limited access to new information and
communication technologies or to authentic samples of oral or
written language.
b. Existing teaching materials represent a very different
orientation to teaching.
2. c. The goals of the course are much more traditional, for
example, to help students pass high-stakes language tests like
TOEFL.
d. Class sizes are very large, and acoustics are poor.
e. Students seem to be shy and unaccustomed to discussing
topics of a personal or social nature with one another, and the
teaching approach is very teacher-centered.
f. Teachers (and students) have difficulty teaching using the L2
primarily due to a lack of proficiency in it.
5. Do you agree that formulaic sequences and vocabulary are
more important than grammar in the early stages of L2 learning?
Why or why not?
6. The chapter focuses on four ways of focusing on form. What
do you see as the advantages and limitations of each way?
7. What are your own views about the value of teaching explicit
L2 knowledge?
8. How can you maximize the amount of input that your
students are exposed to both in and out of the classroom?
9. "Controlled practice exercises typically result in output that
is limited in terms of length and complexity" (p. 39). Do you
agree with this statement? Do you see any advantages of such
exercises?
