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Communicative Language Teaching

The document outlines Communicative Language Teaching (CLT), emphasizing the shift from Situational Language Teaching to a focus on communicative competence in the 1960s. It details the theoretical foundations, characteristics, materials, and syllabus associated with CLT, highlighting the importance of real-world language use and learner autonomy. Additionally, it discusses the role of errors in language learning and the integration of various language skills in the classroom.

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17 views13 pages

Communicative Language Teaching

The document outlines Communicative Language Teaching (CLT), emphasizing the shift from Situational Language Teaching to a focus on communicative competence in the 1960s. It details the theoretical foundations, characteristics, materials, and syllabus associated with CLT, highlighting the importance of real-world language use and learner autonomy. Additionally, it discusses the role of errors in language learning and the integration of various language skills in the classroom.

Uploaded by

Piper
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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COMMUNICATIVE LANGUAGE TEACHING

References

Harmer, J. (2007a). The practice of English language teaching (4th ed).


Brown, H. Douglas & Lee, Heekyeong. (2015). Teaching by Principle: An
Interactive Approach to Language Pedagogy. New York: Pearson Education,
Inc.
Richards, J.C. & Rodgers, T.S. (2000). Approaches and Methods in Language
Teaching: A description and Analysis. USA: CUP
Larsen –Freeman, D. (2000). Techniques and Principles in Language Teaching.
Hong Kong: OUP
COMMUNICATIVE LANGUAGE TEACHING
1. Background
2. Learning Theory
3. Language Theory
Four dimensions of Communicative
OUTLINE Competence
4. Characteristics
5. Learners’ L1, L2 & Interaction
6. Emphasized Skills & Language
7. Materials & Syllabus
8. Errors Correction
9. Advantages & Disadvantages
BACKGROUND
❖ 1960s.
❖ Until then, Situational Language Teaching: the major British
approach
❖ The need to focus in language teaching on communicative
proficiency
• Linguistic competence – rules of linguistic usage.
• Communicative competence – knowing when and how to say
what to whom
❖ In late 1970’s and early 1980’s
LANGUAGE THEORY
● Language: for communication
● The goal of language teaching: develop communicative
competence
● Using language appropriately in social contexts → important
● Communicative competence: acquired acquire both
knowledge & ability
● 1980: a more influential analysis of Communicative
Competence
Four dimensions of Communicative Competence
“according to Canale & Swain (1980) cited by Richard & Rodger (2000)”

grammatical sociolinguistic discourse strategic


competence competence competence competence

● Linguistic ● an understanding ● the interpretation


● the coping
competence of the social
context of individual strategies
→ knowledge → knowledge of message
→ Knowing
of language language → knowing the how to
forms functions appropriacy of negotiate
language use meaning
LEARNING THEORY
❖ Little known
❖ Can be discerned in some CLT practices
• The communication principle: real communication
→ promoting learning
• The task principle: meaningful tasks → promote learning
(Johnson 1982)
• The meaningfulness principle: Language meaningful to
learners
→ supports the learning process
CHARACTERISTICS
1. Overall goals. focus on all of the components of communicative competence.
2. Relationship of form and function: the pragmatic, authentic, functional use for meaningful purposes.
3. Fluency and accuracy: focus on students’ comprehension and production
4. Focus on real-world contexts: use the language outside the classroom.
5. Autonomy and strategic involvement. Students → focus on their own learning process
6. Teachers’ role

❖ a facilitator
❖ a manager of classroom activities
❖ an advisor

7. Learners’ role

❖ active participants
❖ responsible managers for their own learning
MATERIALS & SYLLABUS
A. MATERIALS:
3 kinds of instructional materials currently used in CLT
❖ Text-based materials:
❖ Task-based materials:
❖ Realia:
CLT have advocated the use of “authentic”, “from-life” materials in the classroom.
- Language-based realia
- Graphic and visual sources
B. SYLLABUS:
❖ Notional syllabus (Wilkins 1976)
EMPHASIZED AREAS OF LANGUAGE
● Language functions > Language forms
● Features:
○ authentic
○ chosen for its communicative use (topics + functions + situations)
○ meaningful to learners
○ created by individual
○ learned through trials and errors
○ learned at discourse level
EMPHASIZED SKILLS

Integrated-skills

Writing
Listening Reading
Speaking (unscrambl
(listen to a (read a film
(role play, e
song/ a piece review/ an
interview, sentences/
of news/ an article/ an
debate, write a film
advertisemen advertiseme
etc.) review/ a
t) nt)
letter, etc.)
LEARNERS’ L1, L2 & INTERACTION
Observation from CLT classrooms:
● The teacher gives directions for the activities in L2
● Students interact with others in L2
❖ The target language is a vehicle for classroom communication.
The role of the students’ native language
The use of L1 is allowed in CLT (early stages) → should be reduced
gradually and use wisely.
ERRORS CORRECTION
● Errors can be tolerated during fluency-based activities
❖ A natural outcome.
❖ Students with limited linguistic knowledge can still communicate
successfully.
● Teachers shouldn’t correct all the grammatical mistakes.
● Teachers may note the errors during fluency activities and return to them
later with an accuracy-based activity.

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