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The Background to CLT

The Background to CLT. Phase 1: traditional approaches (up to the late 1960s) Phase 2: classic communicative language teaching (1970s to 1990s) Phase 3: current communicative language teaching (late 1990s to the present). Presentation Focus.

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The Background to CLT

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  1. The Background to CLT Phase 1: traditional approaches (up to the late 1960s) Phase 2: classic communicative language teaching (1970s to 1990s) Phase 3: current communicative language teaching (late 1990s to the present).

  2. Presentation Focus The transition from traditional approaches to classic communicative language teaching.

  3. Phase 1: Traditional Approaches (up to the late 1960s)Grammatical competence • Deductive approach; memorization of dialogs, question-and-answer practice.. etc. • The P-P-P cycle which is discredited.

  4. Syllabus for Phase 1 • Students first hear a model dialog, repeat each line: Correction of mistakes of pronunciation or grammar is direct and immediate • dialog, changing certain key words or phrases which is acted out. • Certain key structures fixed/given used for pattern drills. • The students may refer to their textbook do all their practices from it. • Follow-up activities: more practice in details.

  5. Phase 2: Classic Communicative Language Teaching(1970s to 1990s) • Communicative competence was a broader concept • Grammar was no longer the starting point.

  6. To develop the learner’s communicativecompetence: • Purposes (business purposes). • Setting (in an office). • Role (as a traveler). • Communicative events (making telephone calls). • Language functions (describing plans). • Notions (history). • Discourse and rhetorical skills (storytelling). • Variety or varieties (such as American, Australian, or British English). • grammatical content, lexical content, or vocabulary.

  7. Thank You For Your • Patience • Interest & • Love

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