2. Communicative language teaching (CLT) is an
approach to the teaching of second and foreign
languages that emphasizes interaction as both the
means and the ultimate goal of learning a
language.
3.
The aims of CLT?
Make
communicati
ve
competence
the goal of
language
teaching.
Develop
procedure
s for the
teaching
of the four
language
skills.
4. The origins of (CLT) are found in the changes in the British language teaching
tradition in the late 1960s.
Language was taught by practicing basic structures in meaningful situation-
based activities.
Background
5.
There was a need in Europe to teach adults the major languages. In 1971 a
group of experts began to investigate the possibility of developing language
courses, in which learning tasks are broken into units.
In 1972, D. A. Wilkins proposed a functional or communicative syllabus for
language teaching. His contribution was an analysis of the communicative
meanings that a language learner needs to understand and express.
Background
6.
Wilkins defined two categories of meanings:
1. notional categories (concepts such as time, sequence, quantity,
location, frequency)
2. Categories of communicative function (requests, denials, offers,
complaints). This was the birth of notional syllabuses, which had
a significant impact on CLT.
Background
7. Communicative Approach aims to: make communicative competence the goal of
language teaching, and develop procedures for the teaching of the four
language skills (listening, speaking, reading and writing) .
There are two version of the CLT:
1. The weak version: providing learners with opportunities to use their English
for communicative purposes (learning to use English).
2. The strong version advances the claim that language is acquired through
communication. Stimulating the development of the language system itself
(using English to learn it).
Background
8.
Theory Of Language
The Communicative Approach in language teaching starts from a theory of
language as communication.
In Hymes’ view, a person who acquires communicative competence acquires
both knowledge and ability for language use.
Approach
9.
Another linguistic theory is Halliday’s functional account
of language use. Halliday elaborated a theory of the
functions of language. He described seven basic function
that language performs for children learning their L1:
Approach
10.
Approach
1. Instrumental
function: using
language to get things
2. Regulatory
function:
using language to
control the behavior of
others
3. Interactional
function: using
language to create
interaction with others
4. Personal
Function: using
language to express
personal feelings and
meaning
5. Heuristic
function: using
language to learn and
to discover
6. Imaginative
function: using
language to create a
world of the
imagination
7.
Representational
function: using
language to
communicate
information
11. Learning an L2 was viewed by proponents of CLT as acquiring the
linguistic means to perform different kinds of functions.
Functions/Topics
• Ask questions to get to
know your classmates
• Talk about yourself
• Show you have
something in common
Functions/Topics
• Say hello and good-
bye
• Introduce yourself
• Exchange personal
information
• Spell names
• Thank people
Functions/ Topics
• Describe the weather
• Leave phone
Messages
• Talk about sports and
exercise
• Say hoe your week is
going
• Give exercise advice
12. Another analysis of communicative competence was found in Canale & Swain
(1980), in which four dimensions of communicative competence:
Grammatical
Competence
Communicative
Competence
Sociolinguistic
Competence
Strategic
Competence
Discourse
Competence
13. Grammatical competence: it is grammatical and lexical capacity.
Sociolinguistic competence: an understanding of the social
context in which communication takes place, including role
relationships, and the communicative purpose of the interaction
Discourse competence: the interpretation of individual message
elements in terms of their interconnectedness and of how meaning
is represented in relationship to the entire discourse text.
Strategic competence: refers to the coping strategies that
communicators employ to initiate, terminate, maintain, repair, and
redirect communication.
14.
Some of the characteristics of this communicative view
of language follow:
language is a system for the expression of meaning
the primary goal of language is to allow interaction and communication
the structure of language reflects its functional and communicative uses
the primary units of language are categories of functional and communicative
meaning
15.
Theory of Learning
Elements of learning theory can be discerned in CLT:
communication principle: activities that involve real communication promote
learning.
the task principle: activities in which language is used for carrying out meaningful
tasks promote learning.
A third element is the meaningfulness principle: language that is meaningful to
the learner supports the learning process.
16.
Objectives
The following are levels of objectives in a communicative approach:
An integrative and content level (language as a means of expression)
An affective level of interpersonal relationships and conduct (language as a
means of expressing values and judgments about oneself and others)
Design
17. One of the first syllabus to be proposed was notional syllabus (Wilkins, 1976),
which specified the semantic- grammatical categories and the categories of
communicative function.
The Council of Europe expanded and developed this into a syllabus that
included : description of the objectives of FL courses, situations in which they
might typically use an L2 (travel, business), topic they might need to talk about
(education, shopping), functions they needed language for (requesting
information, expressing agreement & disagreement), the notions made use of
in communication (time, frequency, duration), as well as vocabulary and
grammar needed.
Syllabus
19.
The range of exercise
types and activities
compatible with a
communicative
approach is unlimited.
Types of learning and teaching activities
20. Classroom activities are often designed to focus on completing tasks that are
mediated through language or involve negotiation of information and
information sharing.
Types of learning and
teaching activities
21. Littlewood (1981) distinguishes between functional communication activities
and social interaction activities.
Types of learning and
teaching activities
Social Interaction
Activities
Conversation and discussion
sessions, dialogues, role plays,
simulations , skits,
imrovisations and debates.
Functional
Communication
Activities
Comparing sets of pictures and
noting similarities and differences,
discovering missing features in a
map or picture.
22. The learner is a negotiator (between himself,
the learning process, and the object of
learning).
Ss are expected to interact primarily with
each other rather than with the teacher.
Ss give and receive information.
Learner Roles
23.
Teachers RoleNeeds Analyst
Counselor
Group process
manager
• CLT teacher assumes a
responsibility for determining
and responding to Ss language
needs
• CLT teacher administer a needs
assessment instrument to
determine an individual's
motivation for studying the
language
• Based on the needs
assessment results, CLT
teacher plan instruction
and activities that respond
to Ss needs
• The CLT teacher-
counselor, as in the
Community Language
Learning, is expected to
exemplify an effective
communicator seeking to
maximize the speaker
intention and hearer
interpretation through the
use of paraphrase
confirmation and
feedback.
• CLT procedures require
teachers to acquire less
teacher-centered
classroom management
skills.
• CLT teacher organizes
the classroom for
communication and
communicative activities
24. Text-based materials
There are numerous
textbooks designed to direct
and support CLT. Their table
of contents suggest a kind of
grading and sequencing of
language practice.
The Role Of Instructional
Materials
25. Task-based materials
A variety of games, role plays,
simulations, and task-based
communication activities have been
prepared to support CLT classes. They
are in the form of exercise handbooks,
cue cards, activity cards, and
interaction booklets.
The Role Of Instructional
Materials
26. Realia
Many proponents of CLThave advocated
the use of“authentic,” “from
life”materials in class. Theseinclude:
signs,
magazines,advertisements,newspapers,
pictures,symbols.
The Role Of Instructional
Materials
28.
Aim:
to give the learners fluent control over linguistic forms, so the learners will
produce language which is acceptable
Function: to prepare the learner for later communication.
The teacher may begin the teaching with a communicative activity
Pre-communicative activities: drills, question-and-answer practice
Pre-communicative
Activities
29. Aims:
(a) to provide "whole-task practice"
(b) to improve motivation
(c) to allow natural learning
(d) to create a context which supports learning
• Functional communication activities: comparing sets of pictures and noting
similarities and differences, following directions, discovering missing features in a
map or picture
• Social interaction activities: conversation and discussion sessions, dialogues and
role plays, simulations, debates
Communicative activities
30.
CLT is best considered an approach rather than a method.
Approach refers to a diverse set of principles that reflect a communicative
view of language and language learning used to support a variety of classroom
procedures.
CLT has passed through a number of different phases to apply its principles to
different dimensions of the teaching/learning process.
Conclusion
31.
1. The first phase was the need to develop a syllabus that was compatible with
the notion of communicative competence. This led to proposals of
syllabuses in terms of notions (a context in which people communicate) and
functions (a specific purpose for a speaker in a given context).
2. The second phase, CLT focused on procedures for identifying learners’
needs and this resulted in proposals to make needs analysis an essential
component of communicative methodology.
3. In the third phase, CLT focused on the kinds of classroom activities that
could be used as the basis of a communicative methodology, such as group
work, task-work, and information-gap activities.
Conclusion
