Scribd
Upload
31 views1 page

CLT Summary

Uploaded by

dilarasc2121
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
31 views1 page

CLT Summary

Uploaded by

dilarasc2121
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 1

Communicative Language Teaching/ summary

 Being able to communicate require more than linguistic competence, it require


communicative competence.
 Students may know the rules of linguistic usage but may be unable to use the
language.
 For CLT the main aim of language teaching is to develop communicative
competence.
 Students will learn to communicate by using a functionally and socially
appropriate language.
 Language is a vehicle for the classroom communication not an object of study.
The classroom activities hence promote communication among students: e.g.
games, role plays, problem solving tasks.
 A functional syllabus and varieties of forms are used to perform a single
function.
 While different linguistic forms are introduced but the focus is still on
communication.
 Students should know that they can use various forms to perform an identical
function. However, they also need to know that they should consider the context
when they decide which language form is more appropriate to use.
 Students should be allowed to express their ideas and feelings.
 Authentic language, language as it is used in a real context should be introduced
in language classes so that students develop the strategies necessary for real life
language use. This way they can transfer what they learn to outside the class.
However, authenticity of use is more important than authenticity of language.
 Students should work at discourse and supra-sentential level focusing on
coherence and cohesion through unscrambled mixed sentences or paragraphs.
 Games, role-plays and problem-solving task have successful communicative
features.
 Three features of communicative activities are information gaps, choice and
feedback.
 Teachers are task designers. They establish situations that promote
communication, through negotiation for meaning between and among students.
Sometimes they turn into advisors and facilitator when the communication is
going on and help students with conducting their task and answering the
questions. They can also become co-communicators joining other students and
complete the task as students do. Teachers’ role is less dominant than traditional
classes.
 Students learning communicative language teaching methods are more
motivated since what their learning has immediate pay back.
 Students’ evaluation is also conducted in a communicative way.
 Fluency is generally more important than accuracy. Errors during fluency-based
activities are tolerated. They might be just noted down and return to later.

You might also like