PROCEDURES REFERENCES

As a proposal in CLT we can

found the Presentation-
Practice-Production (PPP)
which discuss the classroom
management and classroom
procedures: group, activities,
language game, role plays. ME T H O D O F
Fincchiaro & Brumfit Making suggestions: T E ACH I N G
 Presentation – Mini dialogs
CLT
 Oral practice Book chapters from Richards
& Rodgers, 2014,Approaches
 Questions and answers
and methods in language
 Study the expressions teaching (3rd ed.)

 Lerner discovery of generalizations

 Oral recognition

 Oral production activities

ASSLY LUCIA BERNAL

 Copying the dialogs
JOHAN MANUEL TRVIÑO

 Homework assignment http://www2.vobs.at/ludescher/

Alternative%20methods/ BA IN SPANISH AND FOREIGN LANGUAJES
 Evaluation
communicati- Instructor: Yamith José Fandiño Parra
ve_language_teaching.htm DIDACTICS FOR FOREIGN LANGUAJES
 COMMUNICATIVE
CLT APPROACH CLT DESING
LANGUAGE TEACHING

The goal of language teaching is to de-

Due to the worldwide increased velop as communicative competence, a
demand for language programs, person who acquires communicative
arose the development of competence acquires both knowledge
teaching English as a foreign and ability for language use with respect to
language. Objectives in CLT courses and materials
may relate to the general language learning
1. Whether (and to what degree) so-
The Movement known as Communicative Lan- goals. Piepho (1981) levels of objectives in a
mething is formally possible;
guage Teaching arose in 1960 with the changes communicative approach:
in the British language teaching tradition. Bri-
2. Whether (and to what degree) so-
tish applied linguists emphasized on
mething is feasible in virtue of the
inadequately addressed in current approaches 1. An integrative and content level
means of implementation available;
to language teaching at that time. (language as a means of expression)

3. Whether (and to what degree) so-

mething is appropriate (adequate, 2. A linguistic and instrumental level
These changes require focus
happy, successful) in relation to a con- (language as a semiotic system and an
in language teaching on
text in which it is used and evaluated; object of learning);
communicative proficiency.

4. Whether (and to what degree) so-

3. An affective level of interpersonal
mething is in fact done, actually per-
With European independence, the need relationships and conduct (language
formed, and what its doing entails.
to articulate and develop alternative met- as a means of expressing values and
hods of language teaching. judgments about oneself and others);
The communication principle:
Activities that involve real commu-
nication promote learning. 4. A level of individual learning needs
The teaching of communicative language (remedial learning based on error
seems an approach (and not a method) The task principle: Activities in which analysis);
that aims to make communicative language is used for carrying out meaning-
competence the objective of language ful tasks promote learning.
teaching and develop procedures for 5. A general educational level of extra-
teaching the four linguistic skills that linguistic goals (language learning
the meaningfulness principle: Language
recognize the interdependence of langua- within the school curriculum).
that is meaningful to the learner supports
ge and communication . the learn-ing process.