126282581 communicative language teaching

7/28/2019 126282581 Communicative Language Teaching

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Elvis PlazaEDPE 3018

September 2012


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Introduce the Communicative LanguageApproach in Language Teaching

CLT General Objectives and Purpose

Teaching Techniques Teaching Example


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Introduce the Communicative LanguageTeaching approach, and how was thisapproach developed in teaching languages.Present the CLT objectives in language

teaching and teaching techniques examples.


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CLT origins, can be found in changes in theBritish Language teaching tradition in the1960s.

Back then, the Situational Language teachingapproach was the norm.

SLT consisted in internalizing the structuresof a language.

Mostly, learning grammar rules withoutvocabulary development.


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The SLT did not fillthe need to developlanguage competence in Language teaching.

A group of experts saw the need to focus incommunicative proficiency rather than

mastery of structures. (Richards, J.C. &Rodgers, T.S. p.64)

Sandra J. Savignon, Christopher Candlin, D.A.Wilkins and Henry Widdowson along with

others promoted the CLT approach. Along with the changes in Europe it helped to

reform the language teaching.


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The objective of language learning is: to learnto express communication functions andcategories of meaning.

Purpose of CLT: Let students communicatefluently in a target language (L2).

Develop communicative competence(Hymes,1972).

Contrary to the traditional Grammartranslation methods.

Lists, rules, translations


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Use Language as: means of communication

object of learning

means of expressing values

Focus on communication rather thanstructure

Language learning within the schoolcurriculum

Focus on meaningful tasks

Collaboration


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The learner role as a negotiator, betweenhimself, the learning process, interaction withthe groups activities and classroomprocedures.

In other words, the learner should contributeas much as he gains in the classroom,learning in an interdependent way. (Richards

J., C., Rodgers T. S.(p.77).


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Two main roles:

First, to facilitate the communicationprocess between all participants in theclassroom, and a guide between studentsactivities and texts.

Second, to act as an independentparticipant within the learning-teachinggroup. (Richards J.C., Rodgers T. S.(p.77).


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Materials are seen as a way of influencing thequality of classroom interaction and languageuse.

They have promote communicative languageuse.

Some Instructional Materials are:

Visual cues

Taped cues Pictures


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Realia Wh- questions (Why, What, When, Where,

Who)

Games

Role Plays

Simulations


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Exercise types and activities compatible withthe CLT, are unlimited.

If they help to engage in communication theyare welcome.

Information sharing, negotiation of meaningand interaction.


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Communicating behind a screen to giveinstructions on how to draw a picture orshape

Follow directions

Conversation and discussion sessions

Dialogues and role plays

Simulations

Improvisations Debates


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Students will work in pairs and communicatewith their partner.

They will answer the questions and organizewhich animals can go in each box.

They are many good

answers.


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During research, I realized that my elementaryteachers rarely used this teaching approach.

I rarely got any oral practice in my Englishclass.

Therefore, to my future students I plan to usethis approach so that they can lose the fear ofspeaking a second language.

I will help them overcome their fears and

boost their confidence by the differenttechniques available.


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Richards, J. C. Rodgers, T. S. (1992). Approaches and Methods inLanguage Teaching. New York: Cambridge University Press. Littlewood, W. (1981). Communicative Language Teaching an I

ntroduction. London: Cambridge University Press. Nunan, D. (1999). Second Language Teaching & Learning. New York:

Heinle & Heinle Publishers. Sun, G. & Cheng, L. (Spring 2002).From Context to Curriculum: A Case

Study of Communicative Language Teaching in China. [Electronicversion]. TESL Canada Journal. VOL. 19, NO.2. Retrieved August 29,2012, from the Eric database.

Criado, R. & Snchez A. (2009). English Language Teaching in Spain: DoTextbooks Comply with the Official Methodological Regulations? ASample Analysis. [Electronic version]. University of MurciaPublications. IJES, vol. 9 (1).

Orwig, C. J. (1999, March 21). Communicative Language Teaching.Retrieved:August 28, 2012, from SIL International, 1999. Web site:

http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLanguageLearning/CommunicativeLanguageTeaching.htm
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126282581 communicative language teaching

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