1. MARMARA UNIVERSITY
DEPARTMANT OF ELT
MA PROGRAMME
YDIO 703 APPROACHES AND
METHODS IN LANGUAGE TEACHING
Submitted to Assist. Prof. Dr. Özlem KAŞLIOĞLU
Submitted by Buket DEMİRBÜKEN
Fall 2013, İstanbul

2. Background
 Theory of Language
 Theory of Learning
 The syllabus & Design
 Teaching & Learning Activities
 Learner & Teacher Roles
 Procedures
 Critics


3. 
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The origins of Communicative Language
Teaching ( CLT) dates back the late 1960s.
In the mid-1960s Audiolingualism was
rejected.
Situational Language Teaching was popular at
that time but it was felt as inadequate.
There was a seek for more humanistic
teaching and one in which interactive ,
communicative side of language is
prioritized.

4. 
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In 1971 unit-credit system was developed as
it fits the aims of European Common Market.
Notional Syllabus was documented by Wilkins
in 1972.
The work of Council of Europe, writings of
Wilkins ,Widowson and other British linguists
expanded the theoretical bases for a
communicative or functional approach.

5. 
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CLT passed through three phases;
First
a syllabus that is compatible with
the notion of communicative competence
Second
procedures identifying learners’
needs
Third
kinds of classroom activities as the
basis of a communicative methodology

6. 
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The CLT derives from a theory of language as
communication.
The aim of language is to develop a
‘communicative competence’ ( Hymes,1972)
Hymes contrasts Chomsky’s theory of
competence. Hymes’s theory of
communicative competence was a definition
of what a speaker needs to know in order to
be communicatively competent in speech
community.

7. 
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Whether ( and to what degree) sth is formally
possible
Whether ( and to what degree)sth is feasible in
virtue of the means of implementation avaliable
Whether ( and to what degree)sth is appropriate
in relation to a context in which it is used and
evaluated
Whether ( and to what degree) sth is infact done ,
actually performed , and what its doing entails.

8. 
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Canale and Swain identified four dimensions
of communicative competence;
Grammatical competence
Sociolinguistic competence
Discourse competence
Strategic competence

9. CLT has a rich and eclectic theoretical base.
Some characteristics;
 Language is a system for expression of
meaning
 The primary function of language is to allow
interaction and communication
 The structure of language reflects its
functional and communicative uses
 The primary units of language are not merely
its grammatical and structural features , but
categories of functional and communicative
meaning as exemplified in discourse.


10. 
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Underlying elements of CLT;
Communicative principle
Task principle
Meaningfulness principle
( Littlewood 1981, Johnson 1982)
These are conditions needed to promote
second language learning.

11. 
Skill-learning model Johnson and Littlewood
(1984)
It is compatible with CLT. According to this
theory, the acquisition of communicative
competence in a language is an example of
skill development. It involves both cognitive
and behavioral aspect.

12. Piepho (1981) discusses the main objectives of
CLT that shape the classes;
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An integrative and content level
A linguistic and instrumental level
An affective level of interpersonal
relationships and conduct
A level of individual learning needs
A general educational level of extra-linguistic
goals

13. 
Curriculum or instructional objectives for a
particular course would reflect specific
aspects of communicative competence
according to the learner’s proficiency level
and communicative needs.

14. 
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There is an on-going syllabus design in the
CLT.
The Council of Europe expanded and
developed Notional syllabus of Wilkins into a
syllabus that describes the foreign language
courses for European adults.
There are some proposals and models for
syllabus design of CLT.

15. Type
Reference
structure plus function
Wilkins (1976)
functional spiral around a
structural core
Brumfit(1980)
structural,functional,
instrumental
Allen (1980)
functional
Jupp and Hodlin(1975)
notional
Wilkins (1979)
interactional
Widdowson (1979)
Task-based
Prabhu (1983)
Learner -generated
Candlin
(1976),Stanchina&Riley(1978

16. 
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Some have argued the idea of abolishing the
syllabus altogether and making it learner
specific which is personal and learners are
fully aware of their own learning, pace, path
and resources.
Others favor the model proposed by Brumfit
that favors a grammatically based syllabus
around which notions, functions and
communicative activities are grouped.

17. 
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Classroom activities are designed to focus on
completing tasks that base on negotiation of
information and information sharing.
Group works, task-work, simulations, role
plays, information gap activities…

18. Three kinds of materials are used in CLT;
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Text-based: a typical lesson consists of a
theme.
Task-based: exercise handbooks, cue
cards,student-interaction practice
booklets,pair communication practice
materials,
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Realias: authentic, from-life materials
from magazines, newspapers,graphic, maps
and visual sources

19. 
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Negotiator –between the self, the learning
process and the object of learningCooperative
Interact with each other and the teacher
Express their needs

20. 
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Facilitate the communication process
Independent participant within the learningteaching group.
Organizer of sources and as a resource
A guide within the classroom procedures and
activities
Counselor
Group process manager(debriefing, assisting,
pointing out alternatives)
Need Analyst

21. 
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The CLT teachers have the responsibility of
determining and responding students’ needs.
One to one sessions
Needs assessment instrument
I want to study English because;
….

22. 
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Teaching points are introduced in dialogue
form, grammatical items are isolated for
controlled practice and freer activities are
provided.
Pair and group work is suggested to
encourage students to use and practice
functions and forms.

23. 
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Precommunicative
Activities
Communicative
Activities
Littlewood (1981:86)
Structural
Activities
Quasi-communicative
activities
Functional
communicative activities
Social interaction
activities

24. 
Appropriateness
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Message Focus

Psycholinguistic Processing
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Risk Taking
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Free Practice

25. 
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Students interact with each other more
The teacher should have good monitoring
abilities
There is too much focus on oral skills at the
expense of reading and writing.
There is not enough emphasis on the
correction of pronounciation and grammar
errors.
It is difficult to produce truly ‘authentic
context’ for language use

26. 
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Students may be reluctant to participate in
communicative activities or they may show
resistance.
CLT focuses on communication and fluency
more than accuracy. It may cause weaker
students to give up.