The document discusses the principles of communicative language teaching (CLT). Traditionally, language teaching focused on accuracy and memorization, but CLT shifts the goal to effective communication. CLT emphasizes interaction, authentic materials, focusing on the learning process, linking classroom learning to real-world use, and evaluating students' communicative ability rather than just accuracy. The teacher facilitates communication between students and aims to make students responsible for their own learning through group work and purposeful communication activities.
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Communicative Language Teaching
The document discusses the principles of communicative language teaching (CLT). Traditionally, language teaching focused on accuracy and memorization, but CLT shifts the goal to effective communication. CLT emphasizes interaction, authentic materials, focusing on the learning process, linking classroom learning to real-world use, and evaluating students' communicative ability rather than just accuracy. The teacher facilitates communication between students and aims to make students responsible for their own learning through group work and purposeful communication activities.
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Communicative language
Teaching
Principles and Application for the
Classroom Background Traditionally language learning has been teacher-centered. Students memorized and recited words and script. CLT is student-centered. It puts more emphasis on the ability to convey meaning. Change of Goals In recent years there have been marked changes in the goals of language teaching. The goal has changed from being accurate in the target language to being able to communicate effectively in the target language. Linguistic competence vs. communicative competence. 5 Features of CLT An emphasis on learning to communicate through interaction in the target language. The introduction of authentic texts into the learning situation. The provision of opportunities for the learners to focus, not only on language but also on the learning process itself. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. An attempt to link classroom language learning with language activation outside the classroom. -Nunan 1991 Model Lesson: Slang Objective: Students will be able to: understand and use slang in authentic communicative situations. Review: What do students already know about slang. Present: Introduce new words and go over their meaning. Practice: Do controlled activities using activity sheet. Produce: Students create and practice role playing within the context given by the teacher. Assess Reviewing Principles What are the goals of the teacher who uses CLT? What is the role of the teacher? What is the role of the students? What are some of the characteristics of the teaching/learning process? What is the nature of the student-teacher interaction? What is the nature of the student-student interaction? How are the feelings of the students dealt with? How is language viewed? How is culture viewed? What areas of language are emphasized? What skills are emphasized? What is the role of the students’ native language? How is evaluation accomplished? How does the teacher respond to student errors? What is the role of the students native language? Judicious use of the mother tongue is permitted in CLT. What areas of language are emphasized? What skills are emphasized?
Function over form
Students work with the language at the discourse level. Students work on all four skills. What are the goals of the teacher who uses CLT? The goal is to enable students to communicate in the target language. To do this students need knowledge of the linguistics forms, meanings and functions What is the role of the teacher? What is the role of the students? The teacher facilitates communication in the classroom. Students are seen as more responsible managers of their own learning. What are some of the characteristics of the teaching/learning process? Almost everything that is done is with a communicative intent. Students use the target language a great deal through communicative activites. In communication the speaker chooses what he/she will say. It is spontaneous. True communication is purposeful. Emphasis on group work. What is the nature of the student-teacher interaction? What is the nature of the student-student interaction? Teacher establishes situations that prompt communication between students. Sometimes the teacher is a facilitator, sometimes a co-communicator. Students interact a great deal with each other. They do this in a variety of configurations. How are students’ feelings dealt with? By learning to communicate students will be more motivated to study the target language since they will feel they are putting the language to use. How is language viewed? How is culture viewed? Language is for communication. Culture is the everyday lifestyle of the people who use the language. How is evaluation accomplished? Teacher evaluates not only students accuracy but also their fluency. Teacher can informally evaluates students while performing role as facilitator and co- communicator. Teacher can use integrative test which has a real communicative function. How does the teacher respond to student errors? Errors are tolerated during fluency-based activities. Errors are seen as a natural outcome in development of communication. Teachers may note errors during fluency based activities and return to them later with an accuracy-based activity.