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CLT and Teaching Methodologies: Versions, Characteristics, and Stages

Explore the different versions of Communicative Language Teaching (CLT) and the teaching methodologies associated with each version. Discover the characteristics of weak and strong CLT, as well as the stages of a communicative lesson.

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CLT and Teaching Methodologies: Versions, Characteristics, and Stages

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  1. G.T.M C.A.L.T C.A.L.L T.E.S.O.L C.L.T T.B.I P.B.L A.L.M C.L.I.L T.E.F.L

  2. C.A.L.L A.L.M G.T.M T.B.I T.E.F.L C.L.T T.E.S.O.L

  3. CLT & The Teaching Methodologies Tasks Versions CLT Methodologies Techniques Stages Features

  4. CLT & the teaching methodologies 1. Versions of CLT: • Strong version. • language is acquired through communication. • provision of opportunities for learners to experience how language is used in communication.

  5. CLT & the teaching methodologies 1. Versions of CLT: • Weak version. • become a standard practice in the last years. • based on the assumption that the components of communicative competence can be identified and systematically taught.

  6. CLT & the teaching methodologies 1. Versions of CLT: • Weak version. • stresses the importance of providing learners with opportunities to use their English for communicative purposes and characteristically attempts to integrate such activities into a programme of language teaching.

  7. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based What is a “task”? A task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective. (Skehan 2001)

  8. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based What is a “task”? A task is a work plan that is intended to engage the learners in meaning-focused language use . (Breen 1989)

  9. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based What does a “task” involve? • A task can involve both oral and written activities, for example, “making an airline reservation” and “writing a cheque”.

  10. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based What does a “task” involve? • A task may or may not involve the production of language (drawing up a map while listening to a tape.

  11. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based What does a “task” involve? • A task may incorporate form-focused and meaning focused activities.

  12. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based Examples of tasks: - filling out a form, - buying a pair of shoes, - making an airline / a hotel reservation, - borrowing a library book,

  13. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based Examples of tasks: - taking a driving test, - typing a letter, - writing a check, - finding a street destination

  14. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based Examples of tasks: - spot the difference / same or different, - describe and draw, - conversation practice with cue cards, - describing pictures for each other.

  15. CLT & the teaching methodologies 2. Characteristics of both versions: Weak version  task-supported. Strong version  task-based Examples of tasks: - questionnaires, - summary completion about s.o / s.th, - shopping list (Mary’s + items in the store - listening to comprehend / notice... video

  16. CLT & the teaching methodologies 3. Methodologies appended to both versions. Strong version Pre - task While / During - task Post/ After - task

  17. CLT & the teaching methodologies 3. Methodologies appended to both versions. Weak version Presentation Practice Production Engage Study Activate 3 Ps Approach ESA Approach Boomerang Straight arrow

  18. CLT & the teaching methodologies 4. Stages of a communicative lesson. Communicative teaching is often organized in a three-phase framework. Three-phase framework means subdivision of the teaching process into three phases: - pre-activity, - while-activity, - post activity.

  19. CLT & the teaching methodologies 4. Stages of a communicative lesson. Pre-activity is organized to arouse interest in the learners towards the main task, to motivate performance, to activate in learners their prior knowledge and to prepare them for the language that can be necessary to perform the main task.

  20. CLT & the teaching methodologies 4. Stages of a communicative lesson. While-activity is organized as oral or written communication and is based on engaging the learners in the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the main activity. This phase also includes additional language drill and integration with other skills.

  21. CLT & the teaching methodologies 5. Quiz: Matching tasks with the stages of a lesson.

  22. CLT & the teaching methodologies 6. Communicative activities / techniques: Activities in CLT are often carried out by students in small groups. Small numbers of students interacting are favoured in order to maximize the time allotted to each student for communicating.

  23. CLT & the teaching methodologies 6. Communicative activities / techniques: Examples of activities / techniques: • Information gap • Communicative games • Reading from cues • Matching (text with picture / text with text …) • Jig-saw

  24. CLT & the teaching methodologies 6. Communicative activities / techniques: Examples of activities / techniques: • Reordering / sequencing • Simulations • Conversation grids • Surveys • Line dialogues • Projects

  25. CLT & the teaching methodologies 7. Features of a communicative lesson: • Task-based / supported lge instruction • Inductive teaching. • Cooperative / collaborative learning. • Interaction. • Focus on meaning • Focus on form (grammar within context)

  26. CLT & the teaching methodologies 7. Features of a communicative lesson: • authenticity (of materials) • Real - life. • Autonomy (learner). • Games • Learner-centeredness. • Judicious use of the mother tongue.

  27. Objectives Types of learning objectives: 1. Cognitive (knowledge) 2. Affective (attitudes) 3. Psychomotor (skills)

  28. Objectives Characteristics of the learning objectives: Performance objectives should be: • Expressed in terms of demonstrable/observable student behaviours (Bloom’s Taxonomy). • Expressed in terms of a communicative / culminating activity • Expressed as a real-life task or behaviour • Interesting and motivating for students

  29. Objectives Characteristics of the learning objectives: Performance objectives should be: • MEASURABLE and DESCRIBE what Ss will be able to do in and with the Target Language in terms of meaningful language use • focus on Students’ ability to accomplish a language function (e.g., to communicate real information).

  30. Lesson Planning O = Objective D = Description X X X X X X X X X X

  31. Lesson Planning Types of Objectives X X X X X X

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