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TEFL METHODOLOGY I

TEFL METHODOLOGY I. COMMUNICATIVE LANGUAGE TEACHING. GOALS OF LANGUAGE TEACHING. COMMUNICATIVE LANGUAGE TEACHING (CLT) – teach communicative competence What are our goals in language teaching? – to be competent in communication only or grammar only?. WHAT IS GRAMMATICAL COMPETENCE?.

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TEFL METHODOLOGY I

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  1. TEFL METHODOLOGY I COMMUNICATIVE LANGUAGE TEACHING

  2. GOALS OF LANGUAGE TEACHING • COMMUNICATIVE LANGUAGE TEACHING (CLT) – teach communicative competence • What are our goals in language teaching? – to be competent in communication only or grammar only?

  3. WHAT IS GRAMMATICAL COMPETENCE? • Knowledge of a language that reflects on our ability to produce sentences in language. • Knowledge of the building blocks of sentences and how sentences are formed. • Focuses on presenting the rules of grammar and exercises

  4. WHAT IS COMMUNICATIVE COMPETENCE? • Knowing how to use language for a range of different purposes and functions • Knowing how to vary our use of language according to the setting and participants • Knowing how to produce and understand different types of texts • Knowing how to maintain communication despite having limitations in language knowledge (Richards, 2006)

  5. COMMUNICATIVE COMPETENCE • LINGUISTIC COMPETENCE – knowing how to use grammar, syntax and vocabulary • SOCIOLINGUISTIC COMPETENCE – knowing how to use and respond to language appropriately • DISCOURSE COMPETENCE – knowing how to interpret the larger context • STRATEGIC COMPETENCE – how to recognize and repair communication breakdown

  6. GRAMMATICAL COMPETENCE VS. COMMUNICATIVE COMPETENCE * Though one can be competent and knowledgeable in grammar and sentence formation, he/she may not be very successful at being able to use language for meaningful communication.

  7. ORIGINS OF COMMUNICATIVE LANGUAGE TEACHING • Dissatisfaction with audio-lingual and grammar translation method • Claimed that students didn’t learn enough realistic, whole language • Claimed that students did not know how to communicate using appropriate social language, gestures and expressions • CLT started in 1970s where students use authentic language and engage in real communication

  8. EVOLUTION OF CLT

  9. TRADITIONAL APPROACHES 1.Priority given to grammatical competence • Grammar could be learned through direct instruction – repetitive practice and drilling • Techniques included – memorization, Q&A, substitution drills EVOLUTION OF CLT PHASE 1

  10. CLASSIC COMMUNICATIVE • Attention shifted to the knowledge and skills needed to use grammar and other aspects of language appropriately – communicative competence • Focuses on – purpose, setting, role, communicative events, language functions, notions, language variety, grammatical content, lexical content • Skills-based syllabus – L, S, R, W • Functional syllabus – functions the learner should be able to carry out EVOLUTION OF CLT PHASE 2

  11. CURRENT COMMUNICATIVE LANGUAGE TEACHING • 1. Seek to develop students’ communicative competence linking grammar to the ability to communicate • 2. Create the need for communication, interaction and negotiation of meaning • 3. Provide opportunities for both inductive and deductive learning of grammar • 4. Make use of content that connects to students’ lives and interests • 5. Allow students to personalize learning by applying what they have learnt to real life • 6. Classroom materials make use of authentic texts to create interest and provide valid models of language EVOLUTION OF CLT PHASE 3

  12. WHAT IS CLT? • Makes use of real-life situations that necessitates communication • Students’ motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics • “Language is interaction; it is an interpersonal activity and has a clear relationship with society. Language study has to look at the use (function) of language in context, both its linguistic and social contexts” (Berns, 1984)

  13. COMMUNICATIVE LANGUAGE TEACHING • A set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom (Richards, 2006)

  14. CLT CLASSROOM ACTIVITIES

  15. CLT CLASSROOM ACTIVITIES • MECHANICAL PRACTICE • MEANINGFUL PRACTICE • COMMUNICATIVE PRACTICE • INFORMATION-GAP • TASK COMPLETION • INFO GATHERING • OPINION SHARING • INFO TRANSFER • REASONING GAP

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