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COMMUNICATIVE LANGUAGE TEACHING

COMMUNICATIVE LANGUAGE TEACHING. Theorists: Inventors This method is based partly in the theories of British functional linguists such as: Firth, Halliday , and the American sociolinguistics Hymes , Gumperz and Lavob . Country of Origin: Great Britain, U.S.A. CLT APPROACH PRINCIPALS.

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COMMUNICATIVE LANGUAGE TEACHING

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  1. COMMUNICATIVE LANGUAGE TEACHING

  2. Theorists: Inventors This method is based partly in the theories of British functional linguists such as: Firth, Halliday, and the American sociolinguistics Hymes, Gumperz and Lavob. • Country of Origin: Great Britain, U.S.A

  3. CLT APPROACH PRINCIPALS • The objective of language learning is: to learn to express communication functions and categories of meaning. • Purpose of CLT: Let students communicate fluently in a target language (L2). • Develop “communicative competence”(Hymes, 1972). • Contrary to the traditional Grammar translation methods. • Lists, rules, translations

  4. Theory of language Language is for communication and linguistic competence and the knowledge of forms and their meanings are part of the communicative competence. Another aspect of this knowledge is to learn the use of the language. • Activities that involve real communication promote learning • Activities in which language is used for carrying out meaningful tasks promote learning • Language that is meaningful to the learner promotes learning. Theory of learning

  5. Objectives • Use Language as: ◦ means of communication ◦ object of learning ◦ means of expressing values • Focus on communication rather than structure • Language learning within the school curriculum • Focus on meaningful tasks • Collaboration

  6. Role of the teacher • The teacher facilitates the communication in the classroom, and he also acts like an adviser and a guide. • Role of the student • Ss are communicators. They are actively engage in trying to make themselves understood and in understanding others. • Use of the mother tongue • Mother tongue can be used. However, whenever possible the target language should be used.

  7. Activities • Scrambled sentences • Language Games • Picture Strip Story • Role Play

  8. Techniques Communicative language teaching uses almost any activity that engages learners in authentic communication. functional communication activities in which communication is involved, and social interaction activities, such as conversation and discussion sessions, dialogues and role plays.

  9. MATERIALS • Language materials authentic to native speakers of the target language. (news paper, radio and television broadcast, menus, weather forecast, timetables). • For beginner students it is possible to use real experience without a lot of language.

  10. OTHER INSTRUCTIONAL MATERIALS • Wh- questions (Why, What, When, Where, Who) • Games • Role Plays • Simulations

  11. EVALUATION • A teacher can informally evaluate students’ performance in his role as an adviser or co-communicator. • For formal evaluation an integrative test is used which has a real communicative function. • In order to assess students’ writing skill, a teacher might ask them to write a letter to a friend.

  12. Modes of interaction • T-Ss, Ss-Ss, Ss-T • Students are given an opportunity to express their individuality by having them share their ideas and opinions on a regular basis. Students’ feelings

  13. AREAS OF LANGUAGE EMPHASIZED • Language functions might be emphasized over forms. • Students work with language at the suprasentential or discourse level ( the structure and organization of the paragraph).

  14. STUDENTS’ ERRORS • Errors of form are tolerated during fluency-based activities and are seen as a natural outcome of the development of communication skills. • The teacher may note the errors during fluency activities and return to them later with an accuracy-based activity.

  15. ADVANTAGES • Students will be more motivated by learning to communicate. • Students will learn to communicate effectively. • This approach can help future teachers develop their students’ oral communication skills. • Students will lose the fear of communicating in a second language, in this case English as a Second Language. (ESL) • It can help promote confidence and security in the classroom environment, in everyday use, and when travelling abroad. • No grammar rules are presented. DISADVANTAGES

  16. REFERENCES • Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching . (second ed.). Oxford University Press. • http://www.englishraven.com/method_communicative.html • http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/CommunicativeLanguageTeaching.html • http://www.slideshare.net/eplaza09/communicative-language-teaching-16308036 • http://www.slideshare.net/mortdida/communicative-language-teaching-method1

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