Principles of Communicative Language Teaching (CLT)

1. Goals of Teachers Using CLT

Teachers want students to be able to talk in the new language. Students need to
understand how to use the language, what it means, and when to use it. They should
know that there are many ways to say the same thing and that one way of saying
something can have different meanings. They need to pick the right way to say things
based on who they are talking to and the situation. Knowing grammar is not enough;
they need to practice real communication.

2. Roles of Teachers and Students

The teacher's job is to help students talk to each other. They set up activities that make
students talk. During these activities, teachers answer questions and watch how
students are doing, sometimes noting mistakes to work on later. Teachers might also
join in the activities. Students, on the other hand, are the ones doing most of the
talking. They are trying to make themselves understood, even if their language skills are
not perfect. They are also more in charge of their own learning because the teacher is
not the center of attention.

3. Characteristics of the Teaching/Learning Process

In CLT, almost everything students do involves talking to communicate. They play
games, act out roles, and solve problems using the language. Real communication
activities have three parts: an information gap (one person knows something the other
doesn't), choice (people can choose how to say things), and feedback (people can see if
they were understood). Teachers use real-life materials, like newspapers, to show how
the language is used in everyday life. Activities are often done in small groups so
everyone gets a chance to talk. The idea is that students will learn to talk by practicing
talking in a way that is useful and natural.

4. Nature of Student-Teacher and Student-Student Interaction

The teacher sometimes teaches the lesson but often just helps the students talk to each
other. Students work together a lot, sometimes in pairs, small groups, or as a whole
class.

5. Addressing Student Feelings

CLT assumes that if students learn to talk in the new language, they will be more
motivated because they see it as useful. Teachers let students share their thoughts and
opinions, which helps them feel more comfortable and secure. Working with others also
makes students feel safer.
6. Views on Language and Culture
Language is seen as a way to communicate. Knowing how to use the language correctly
is just one part; students also need to know how to use it in different situations. Culture
is the way people live every day and is important for communication. For example,
nonverbal behavior might be taught more in CLT.

7. Emphasis on Language Areas and Skills

CLT focuses more on how to use language rather than just grammar rules. Students
practice different ways to do the same thing, starting with simple forms and moving to
more complex ones as they get better. They work on all four skills—listening, speaking,
reading, and writing—from the start. They learn how to make their writing clear and
connected, just like in speaking.

8. Role of the Students' Native Language

Students can use their native language sometimes, but the new language should be
used as much as possible for everything, including giving instructions and homework.
This helps students see the new language as a tool for communication, not just a subject
to study.

9. Evaluation
Teachers check both how well students use the language correctly and how fluently
they speak. This can happen informally during activities or more formally with tests that
involve real communication tasks, like writing a letter.

10. Responding to Student Errors

During speaking activities, mistakes are okay and seen as part of learning. Teachers note
errors and may address them later with more focused activities to improve accuracy.

 Techniques of Communicative Language Teaching (CLT)

 Authentic Materials
Real-life materials are used to help students see how the language is used in the real world. For
advanced students, this might be newspaper articles. For beginners, simpler items like menus or
timetables can be used to start discussions.

 Scrambled Sentences
Students are given a mixed-up text and have to put the sentences in the right order. This helps
them understand how sentences connect to each other. This can also be done with dialogues or
picture stories.

 Language Games
Games are fun and give students practice in using the language. Good games have an
information gap, choice, and feedback, helping students communicate naturally.
  Picture Strip Story
One student shows a picture to the others, who guess what happens next. This helps them
practice making predictions and checking if they are right.

 Role-play
Role-plays are important because they let students practice talking in different situations and
roles. They can be very structured or more open-ended, with the latter being better for real
communication. Role-plays involve an information gap and feedback, making them good for
practicing talking.

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Principles of Task-Based Language Teaching (TBLT)

1. Goals of TBLT:

Teachers aim to help students learn language by engaging them in different tasks with clear
goals. These tasks are designed to be meaningful and relevant, making learning practical and
motivating. Students see how their learning applies to real-world situations.

2. Role of the Teacher and Students:

The teacher selects tasks that suit the students' levels and needs, and guides them through
pre-task, task, and post-task phases. The teacher also monitors performance and offers
support. Students work together to complete the tasks, communicating and collaborating
with peers.

3. Characteristics of the Teaching/Learning Process:

Lessons start with a pre-task phase to introduce necessary language and context. Tasks are
engaging and relevant to real life, ensuring that students understand the purpose of their
activities. The post-task phase helps reinforce what students have learned and addresses
any difficulties.

4. Student-Teacher and Student-Student Interaction:

The teacher provides input and sets tasks but focuses on student interaction. Students work
closely with peers to accomplish tasks, fostering teamwork and communication. The teacher
observes and provides feedback, helping students refine their language use.

5. Handling Student Feelings:

Students are motivated by doing tasks that prepare them for real-world situations. This
relevance makes learning more engaging and meaningful, which boosts student confidence
and reduces anxiety.
6. View of Language and Culture:

Language is seen as a tool for communication and action. While culture is not always the
main focus, tasks may include cultural elements to enhance understanding. The emphasis is
on practical language use for effective communication.

7. Emphasis on Language Areas and Skills:

The focus is on meaningful communication rather than isolated grammar rules. Tasks may
involve listening, speaking, reading, and writing, often integrating multiple skills to reflect
real-life language use.

8. Role of the Students' Native Language:

The native language is used minimally. The emphasis is on using the target language to build
fluency and confidence. However, occasional use of the native language may help clarify
complex instructions or concepts.

9. Evaluation:

Teachers constantly assess students based on how well they complete tasks and use
language. Both the outcome of the task and the process of communication are important in
evaluation.

10. Response to Errors:

Correcting errors is important for learning. Teachers use gentle correction methods like
recasts or brief grammar explanations to help students improve. The focus is on
encouraging communication while addressing errors in a supportive manner.

11. Project Work:

Students choose a project, plan and carry it out, often using all four language skills. For
example, creating a school newspaper involves researching, writing, and presenting, which
makes language learning practical and engaging. This type of work helps bridge the gap
between classroom learning and real-world application.
 Techniques Used in Task-Based Language Teaching
(TBLT)
 Information-gap Task:
Students exchange information to complete a task. Examples include describing a picture for
someone to draw or filling in a schedule. This type of task encourages communication and
problem-solving, as students must interact and share information effectively.

 Opinion-gap Task:
: Students express their preferences or opinions to complete a task. For instance, discussing
solutions to a problem or giving advice. These tasks allow students to practice expressing
themselves and sharing ideas, fostering critical thinking and personal expression.

 Reasoning-gap Task:
Students use given information to deduce new information, like figuring out the best travel
route from a schedule. These tasks involve deeper thinking and sustained engagement with the
language, promoting analytical skills and practical application.

 Unfocused Tasks:
These tasks allow students to communicate freely using their own language resources, like
planning a trip itinerary. They promote general communication skills without focusing on
specific language forms, encouraging spontaneous language use.

 Focused Tasks:
Designed to practice specific language structures, like identifying the owner of a lost item. The
target language feature is not explicitly stated, but the task naturally prompts its use, making
practice more contextually relevant.

 Input-providing Tasks:
Engage students with listening or reading, such as completing a schedule based on provided
information. These tasks help introduce new language and work on receptive skills, providing a
foundation for further communication.

 Output-prompting Tasks:
Encourage students to speak or write meaningfully, like sharing information to complete a group
task. These tasks stimulate productive language use and active communication, helping students
practice and refine their output.