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COMMUNICATIVE APPROACH

COMMUNICATIVE APPROACH. Communicative Language Teaching. COMMUNICATIVE APPROACH. Bruno Caballero and Camila Muñoz. DEFINITION. Deals with the way of teaching a second or a foreign language Emphasizes the interaction as both means and ultimate goals of learning a language.

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COMMUNICATIVE APPROACH

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  1. COMMUNICATIVE APPROACH Communicative Language Teaching

  2. COMMUNICATIVE APPROACH Bruno Caballero and Camila Muñoz

  3. DEFINITION • Deals with the way of teaching a second or a foreign language • Emphasizes the interaction as both means and ultimate goals of learning a language

  4. Learners become involved in real communication • Ss motivation to learn comes from the desire to communicate • CTL makes use of real-life situations • Teaching practice that helps Ss to develop communicative competence

  5. HISTORICAL CONTEXT 1970s and early1980s

  6. HISTORICAL CONTEXT • influenced by works by the Council of Europe • Based on the theories of British functional linguists such as: Firth, Hallidayand the American sociolinguistics Hymes, Gumperz and Lavob • Rose to prominence as a result of many disparate developments in Europe • Increasing demand for language learning • Its origins are many, insofar as one teaching methodology tends to influence the next

  7. WILKINS’ CONTRIBUTION Notional: time, location, frequency, and quantity. Functional: offers, complaints, denials, and requests • David Wilkins (1972) proposed a functional and notional communicative definition of language that served as a basis for developing communicative language teaching.

  8. CHOMSKY’S CONTRIBUTION • An ideal speaker-listener, who knows its language perfectly, is not affected by grammatically irrelevant conditions • A concrete language performance has an implicit knowledge which means communicative competence • Students need to know howlanguage is used by members of a speech community to accomplish their purposes

  9. TEACHER AND STUDENTS’ ROLE

  10. TEACHER’S ROLE • Facilitates the communication in the classroom • Acts as adviser – guide or monitor • Sets up exercises and activities • Evaluations

  11. STUDENTS’ ROLE • Students are communicators • they are actively engaged in trying to make themselves understood and in understanding others • Errors are seen as a natural outcome of the development of communicative skills

  12. MERITS OF CLT • CLT is not only focused on the traditional structural syllabus, but also it takes into consideration communicative context • CLT provides vitality and motivation within the classroom • CLT is a learner-centered approach. It is based on learners’ needs and interests

  13. ABILITIES EMPHASIZED CLASSROOM ACTIVITIES • Skills • Techniques • FunctionalActivities • Social activities • Role-play • Interviews • information gap • Games • Language exchanges • Surveys • Pair-work • Group work • Learning by teaching

  14. CONTRIBUTIONS OF CLT • CA Increases the teacher-student relationship. It is an interactive relationship • CA Provides the opportunity for students to be aware of their abilities and exhibit them • Ss in this approach can learn the target language in an enjoyable way • Students will be more motivated by learning to communicate • Students will learn to communicate effectively

  15. Lexis Grammar Phonology Situational and Functional This will help you to understand when is proper to use an expression and what expressions are commonly used in certain situations SYSTEMS OF LG EMPHASIZED

  16. COMMUNICATIVE APPROACH

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