Communicative Language Teaching- CLT

1. Communicative Language Teaching- CLT Shaswar Kamal Mahmud April 2011

2. Introduction The goal of the methods which we have taken till know is for students to learn to communicate in target language. In 1970s educators began to question if they were going about meeting the goal in the right way. Some observed that students could produce sentences accurately in a lesson, but could not use them appropriately when communicating outside the classroom. Others noted that being able to communicate required more than mastering linguistic structure.

3. The Theory of language The communicative Approach in language teaching starts from a theory of language as communication, by making the communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to:

4. 1- Whether (and to what degree) something is possible. 2-Whether (and to what degree) something is reasonable in virtue for means of implementation available. 3-Whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated. 4-Whether (and to what degree) something is in fact done, actually performed, and what its doing entails.

5. The theory of Learning CLT learning elements can be described as the: 1- Communication Principle: activities that involve real communication promote learning. 2-Task Principle: activities in which language is used for carrying out meaningful tasks promote learning. 3-The meaningfulness Principle: language that is meaningful to the learner supports the learning process.

6. - Students use language a great deal through communicative activities such as games, role plays…etc… Activities that are really communicative, according to Morrow, have three features: information gap, choice, and feed back. An information gap exits when one person in an exchange knows something the other person doesn't. Then the speaker should have a choice what he will say and how he will say (saying one thing in controlled environment is not communicative). Finally the must have feedback whether his message achieved by the listener or not.

7. Syllabus Design The first syllabus model was described by (Wilkins- national syllabus), specified the semantic-grammatical categories (e.g. frequency, motion, location) and the categories of communicative function that learners need to express. Then expanded by the Council of Europe into a syllabus that included:

8. - Objectives of foreign language courses for European adults, the situations in which they might need to use foreign language (e.g. travel business). • - The topics they might need to talk about (e.g. personal identification, education, shopping). • -The functions they needed language for (e.g. describing something, requesting information, expressing agreement and disagreement). • - The notion made use of in communication (e.g. time, frequency, duration). • As well as the vocabulary and grammar needed.

9. Principles: • - Learners learn a language through using it. • - Authentic and meaningful communication should be the goal of class room activities. Language as it is used in a real context. • - Fluency is an important dimension of communication. • -The emphasis is on the process of communication rather than just mastery of language forms. • -Communication involves the integration of different language skills.

10. Principles: • - Errors are tolerated and seen as a natural outcome of the development of communication. • -Teachers acts as facilitator. • -To use language form appropriately is important. • - Grammar and vocabulary that the students learn follow from the function, social context and the role of the interlocutor. • -Students should listen to authentic communication. • - Communicative interaction encourages cooperative relationship.

11. Thank you very much. Enjoy your day.