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    Communicative Language Teaching

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    Addie Shafiq Liew
    The document discusses the key principles and approaches of Communicative Language Teaching (CLT). It outlines the goals of CLT as enabling learners to use language for meaningful communication and become communicatively competent. It also describes the role of interaction, collaboration, negotiation of meaning and experimentation. Different classroom activities are proposed under CLT, including pair/group work, role plays and projects. The document contrasts traditional and new teaching methods and the roles of teachers and learners.

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    Communicative Language Teaching

    Uploaded by

    Addie Shafiq Liew
    132 views21 pages
    The document discusses the key principles and approaches of Communicative Language Teaching (CLT). It outlines the goals of CLT as enabling learners to use language for meaningful communication and become communicatively competent. It also describes the role of interaction, collaboration, negotiation of meaning and experimentation. Different classroom activities are proposed under CLT, including pair/group work, role plays and projects. The document contrasts traditional and new teaching methods and the roles of teachers and learners.

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    The document discusses the key principles and approaches of Communicative Language Teaching (CLT). It outlines the goals of CLT as enabling learners to use language for meaningful communication and become communicatively competent. It also describes the role of interaction, collaboration, negotiation of meaning and experimentation. Different classroom activities are proposed under CLT, including pair/group work, role plays and projects. The document contrasts traditional and new teaching methods and the roles of teachers and learners.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    132 views21 pages

    Communicative Language Teaching

    Uploaded by

    Addie Shafiq Liew
    The document discusses the key principles and approaches of Communicative Language Teaching (CLT). It outlines the goals of CLT as enabling learners to use language for meaningful communication and become communicatively competent. It also describes the role of interaction, collaboration, negotiation of meaning and experimentation. Different classroom activities are proposed under CLT, including pair/group work, role plays and projects. The document contrasts traditional and new teaching methods and the roles of teachers and learners.

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    EASTERIANIE JACQELYN CONNIELIN EDNA GEORGIANA

    A set of principles about:


    Goals of language teaching Roles of teachers and learners
    How learners

    CLT
    The kinds of classroom activities that facilitate learning

    learn a language

    To be able to master the rules of sentence formation in a language and able to use the

    language for meaningful communication.


    To become a communicative competent.

    Aspect of language knowledge


    Use of language for different range and function Vary our language according to the setting and participant Produce and understand different types of text Maintain communication

    Interaction

    Collaboration creating of meaning Attending to the feedback learners get when using the language

    Creating meaningful and purposeful interaction


    Paying attention the language heard

    Negotiation of meaning

    Trying out and experimenting with different ways of saying things

    Old methods
    Memorise Controlled by teacher

    New methods
    Pair work Group discussion Role play Simulation Project Quiz Problem solving

    Leaners
    Participate in activities Give attention and cooperation Comfortable with teacher and peers

    Teachers
    As a monitor and facilitator Develop different view of learners error

    Traditional approaches (up to the late 1960s)

    Classic CLT (1970s 1990s)

    Current CLT (1990s present)

    Priority to grammatical competence as the basic of language learning Learning of grammar through direct instruction and repetitive practice and drilling The approach of teaching is deductive Great attention to accurate pronunciation mastery of grammar

    Typical lesson according to three phase sequence (P-P-P) Presentation-grammar structure presented Practice-students practice using the grammar structure Production-students practice using the new structure using different context using their own information

    Knowledge and skills needed to use grammar and other aspects of language appropriate for different communicative purpose

    Aspect of language to develop communicative competent

    Purpose of the language Setting Role of the speaker Communicative events participated Language functions Notions of concepts involved Discourse and rhetoric skills Grammatical content Vocabulary Variety of language

    8 changes in approaches to language teaching


    Learners autonomy Focus on meaning Social nature of learning Curricular integration Thinking skills

    Diversity

    Alternative assessment

    Teachers as co-learners

    Linking grammatical development to the ability to communicate Use both deductive and inductive learning approaches Contents connect to students live and interests Classroom materials make use of authentic text Create the need for communication

    Accuracy vs fluency Mechanical, meaningful and communicative practice Information-gap activities Jig saw activities

    Activities for accuracy


    Reflect natural use of language Focus on achieving communication Require meaningful language Use of communication strategies Produce of language maybe unpredictable Seek to link language use to context

    Activities for fluency


    Reflects classroom use of language Focus on the formation correct examples of language Practice language out of context Practice small sample of language Do not require meaningful communication Choice of language is control

    Mechanical

    Controlled practice activities Students do not necessary need to understand the meaning Eg. Repetition drills and substitution drills

    Meaningful

    Language is control but students are require to understand the language Eg. Giving maps to learn preposition

    Communicative practice

    Practice using language within a real communicative context Eg. Draw maps of their neighborhood and answer questions

    In real communication people will normally communicate in order to get information they do not possess Can be done in pair works or group works Eg. Looking for differences in pictures

    To gather information to complete a task Students must use language resources to communicate meaningfully

    Puzzle Language games Map reading Survey Interviews Compare ideas, opinions and information Role play Information transfer

    21

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