University of Algiers 2 \Faculty of Foreign Languages \ Department of English\ Academic year 2022-2023

Groups: 2-4-8-& 9. Teacher: Ms. Salhi

Course: Introduction to Didactics

LESSON 8: MODERN LANGUAGE TEACHING METHODOLOGIES:

CLT AND HUMANISTIC APPROACHES

1. Communicative language teaching (CLT)

During the 1980s and 1990s, influenced by Krashen’s input theory, many teaching approaches concentrating
on the communicative functions of language emerged. The English foreign classroom, then, was
characterized by its attempts to generalize the use of authentic materials and provide meaningful tasks.

The postulate of CLT is that language learning can only be achieved through real communication. When put
in real life communication situations, they are more likely to use natural strategies for language acquisition.
The ultimate goal of CLT is for learner to achieve communicative competence in the target language.

Even if today Communicative Language Teaching (CLT) is considered as the norm in second language and
immersion teaching, there are different definitions and interpretations of CLT. However, they all have
interconnected characteristics.

1.1. Key features of CLT approaches:

 Classroom goals are focused on all of the components (grammatical, discourse, functional,
sociolinguistic, and strategic) of communicative competence. Goals, therefore, must intertwine
the organizational aspects of language with the pragmatic which means that the learner should be
able to understand the intention and expression of the writer or speaker.

 Language techniques are designed to engage learners in the pragmatic, authentic, functional use
of language for meaningful purposes. Organizational language forms are not the central focus,
but rather aspects of language that enable the learner to accomplish those purposes. In other
words, communicative functions are more important than linguistic structures.

 Fluency and accuracy are seen as complementary principles underlying communicative

techniques. At times fluency may have to take on more importance than accuracy in order to
keep learners meaningfully engaged in language use.(appropriate use of the language is
emphasized rather than accuracy).

 Students in a communicative class ultimately have to use the language, productively and
receptively, in improvised contexts outside the classroom. Classroom tasks must therefore equip
students with the skills necessary for communication in those contexts. Teachers should create
 situations that help promote communication and how the target language is used in social
contexts.
 Students are given opportunities to focus on their own learning process through an
understanding of their own styles of learning and through the development of appropriate
strategies for autonomous learning.

 The role of the teacher is that of facilitator and guide, not an all-knowing knowledge provider.
Students are therefore encouraged to construct meaning through genuine linguistic interaction
with others.

The communicative approach was developed mainly in the context of English Second Language (ESL)
teaching, and this raises the question of its universal applicability. Depending on the complexity of the target
language, CLT needs proper adaptation if adopted.

An example of CLT:

An example of communicative language teaching can be an activity where students discuss their
favorite sport. CLT prioritizes the individual needs and interests of students, so having students
group together or pair together to discuss their favorite sport can have them practice speaking the
new language regarding something that they are passionate about.

Sunmmary:
CLT is an approach that provides opportunities for the learner to communicate in the target
language. It focuses on the functional aspect of language to help learners use the target language in
every life. It supports language learning with enjoyable activities like role plays, dramas, or games.
This approach is learner-centered which means that the teacher is more like a facilitator of the
learning process. He is an active participant in this process with as less intervention as possible.

2. Language teaching approaches based on Humanistic Theory.

The humanistic way of language teaching integrates several methods: they are the Suggestopaedia,
The Silent Way, Community Language Learning (CLL), and Total physical response (TPR)

Background

Humanistic approaches in education rooted from the humanistic theory in psychology which came
as a reaction to psychoanalysis and behaviorism. Unlike behaviorists, humanists believe that
humans have more control of their behavior than this latter being the result of mere conditioning.

They introduced concepts like:

The self and congruence, as they believe that the ultimate goal of human beings is to achieve a
state of congruence where there is complete adequacy between who they actually are and the
idealized vision they have of themselves.
Holism. The individual is considered as an entire unit not as a blend of separate parts .

Hierarchy of needs. ( see Maslow’s hierarchy of needs). There is a pathway to follow to achieve
self-realization and congruence where the individual achieves his full potential.

Free will. Individuals have the ability to make the best choice for themselves instead of just
responding to external forces.

2.1. Suggestopedia

This method is based on the idea that the mind has great potential and can retain information by
the power of suggestion. This teaching method uses relaxation as a means of retaining new
knowledge.
 In their initial lessons learners receive large quantities of information in the new language.
The text is translated and then read aloud with classical music in the background.
 The scope is to supply an atmosphere of total relaxation where understanding is purely
accidental and subliminal. Using large quantities of linguistic material introduces the idea
that language understanding is easy and natural.
 In the following lesson, learners use the material in a variety of communication activities.
The original learning techniques and theory developed by Georgi Lozanov have since
developed into the Accelerated Learning movement.

2.2. The Silent Way

Another example of a method categorized under the Humanistic Approaches, with this technique
the teacher is supposed to be practically silent – hence the name of the method – and avoids
explaining everything to the students.
 This method is based on a problem-solving approach to learning, whereby the students’
learning becomes autonomous and co-operative.

 The scope is to help students select the appropriate phrases and know how to control them,
with good intonation and rhythm. The teacher does not repeat the material nor supplies the
phrases that the student has to imitate, and there is no use of the learner’s native language.

 Patterns contain vocabulary, and colored guides for pronunciation are used to assist the
teacher in guiding the students’ understanding while saying the least amount possible.

2.3. Total physical response (TPR)

This method draws on the basic principles of how young children learn their first language.
Developed by James Asher, this teaching method involves a wide range of physical activities and a
lot of listening and comprehension, as well as an emphasis on learning as fun and stimulating.
Total Physical Response has limitations, especially when teaching abstract language and tasks, but
is widely considered to be effective for beginners and is still the standard approach for young
learners.
2.4. Community Language Learning (CLL)

Also sharing many of the same principles as the Silent Way, this technique was relatively short-
lived. Seeing the student as a ‘whole’ person, the method involved students sitting in a circle and
encouraging them to use their feelings, intellect, relationships and reactions.
( Summary by TJ Taylor School)

2.5 Implications of the humanistic for teaching and learning

 Teaching should foster the learners’ development in its entirety. The methods of instruction
should be coherent to the learners.

 Intrinsic teaching is pivotal as it allows learners to make choice, enables them to set their
own goals and investigate their interests and curiosity. By doing so the learners are more
likely to connect to the content and engage in learning.

 The imparted knowledge should be applicable in real-life contexts.

 Teaching should promote learning through discovery

 the teaching and curriculum should be learner-centered