Communicative Language Teaching

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Characteristics of classroom activities

Classroom materials typically make use of authentic texts to create interest and to provide valid models of language.

They allow students to personalize learning by applying what they have learned to their own lives.

They make use of content that connects to students’ lives and interests.

They provide opportunities for both inductive as well as deductive learning of grammar.

They create the need for communication, interaction, and negotiation of meaning through the use of activities such as problem solving, information sharing, and role play.

They seek to develop students’ communicative competence through linking grammatical development to the ability to communicate.

Activities should be due to age, needs, level, students’ interest

jigsaw

scavenger hunt

opinion sharing

information gap

group work

interviews

puzzle-solving

role-playing

pair discussions

Student`s role

an independent learner

a contributor

a communicator

a negotiator

Teacher`s role

a counsellor

an advisor

an instructor

a facilitator

a guide/ an informer

The Background to CLT

Phase 3: Current Communicative Language Teaching (late 1990s to the present)

Current communicative language teaching theory and practice draws on a number of different educational paradigms and traditions. There is no single or agreed upon set of practices that characterize current communicative language teaching. Rather, communicative language teaching today refers to a set of generally agreed upon principles that can be applied in different ways, depending on the teaching context, the age of the learners, their level, their learning goals, and so on.

Phase 2: Classic Communicative Language Teaching (1970s to 1990s)

The centrality of grammar in language teaching and learning was questioned. Attention shifted to the knowledge and skills needed to use grammar and other aspects of language appropriately for different communicative purposes such as making requests, giving advice, making suggestions, describing wishes and needs, and so on.

Phase 1: Traditional Approaches (up to the late 1960s)

Traditional approaches to language teaching gave priority to grammatical competence as the basis of language proficiency

Main Features and Techniques

Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings

Teachers help learners in any way that motivates them to work with the language

Communicative competence is the desired goal

Reading and writing can start from the first day

Language learning is learning to communicate

Comprehensible pronunciation is sought

Translation may be used where students need or benefit from it

Drilling may occur

Contextualization is a basic premise

Meaning is paramount

Dialogues enter around communicative functions

Disadvantages

often there is no specific learning objective

teachers' workload

if there is no comprehensive educational plan, the process may be sidetracked and learning object will no be produced

it is difficult for the teacher alone to check the language use of every student, especially in a big class

it is difficult if the level of proficiency of students is low

Advantages

children acquire grammar rules as a necessity to speak

seeks to use authentic resorces - that is more interesting and motivating for children.

encourage learning through team work, develop social skills, improve self-esteem and team cohesion

seeks to personalise, localise language and adapt it to interests of pupils

pupil-orientated, based on pupils’ needs and interests.

The main principles

9. trial and error is considered part of the learning process

8. the topics are selected and graded regarding age, needs, level, and students’ interest

Communicative Language Teaching

Animation

My Cultural Identity

Brainstorm Rituals for Senior Living Sales

pschology teachers_theories

Communicative Language Teaching

Characteristics of classroom activities

Classroom materials typically make use of authentic texts to create interest and to provide valid models of language.

They allow students to personalize learning by applying what they have learned to their own lives.

They make use of content that connects to students’ lives and interests.

They provide opportunities for both inductive as well as deductive learning of grammar.

They create the need for communication, interaction, and negotiation of meaning through the use of activities such as problem solving, information sharing, and role play.

They seek to develop students’ communicative competence through linking grammatical development to the ability to communicate.

Activities should be due to age, needs, level, students’ interest

jigsaw

scavenger hunt

opinion sharing

information gap

group work

interviews

puzzle-solving

role-playing

pair discussions

Student`s role

an independent learner

a contributor

a communicator

a negotiator

Teacher`s role

a counsellor

an advisor

an instructor

a facilitator

a guide/ an informer

The Background to CLT

Phase 3: Current Communicative Language Teaching (late 1990s to the present)

Phase 2: Classic Communicative Language Teaching (1970s to 1990s)

Phase 1: Traditional Approaches (up to the late 1960s)

Traditional approaches to language teaching gave priority to grammatical competence as the basis of language proficiency

Main Features and Techniques

Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings

Teachers help learners in any way that motivates them to work with the language

Communicative competence is the desired goal

Reading and writing can start from the first day

Language learning is learning to communicate

Comprehensible pronunciation is sought

Translation may be used where students need or benefit from it

Drilling may occur

Contextualization is a basic premise

Meaning is paramount

Dialogues enter around communicative functions

Disadvantages

often there is no specific learning objective

teachers' workload

if there is no comprehensive educational plan, the process may be sidetracked and learning object will no be produced

it is difficult for the teacher alone to check the language use of every student, especially in a big class

it is difficult if the level of proficiency of students is low

Advantages

children acquire grammar rules as a necessity to speak

seeks to use authentic resorces - that is more interesting and motivating for children.

encourage learning through team work, develop social skills, improve self-esteem and team cohesion

seeks to personalise, localise language and adapt it to interests of pupils

pupil-orientated, based on pupils’ needs and interests.

The main principles

9. trial and error is considered part of the learning process

8. the topics are selected and graded regarding age, needs, level, and students’ interest

7. to present a topic in context as natural as possible

6. integration of four skills

listening

reading

writing

speaking

5. use of authentic materials to reflect real life situation

greeting cards

movies

billboards

advertisements

travel brochures

flyers

radio shows