Communicative language teaching
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Transcript of Communicative language teaching
COMMUNICATIVE LANGUAGE TEACHING (CLT)ENGLISH TEACHING METHODOLOGY
HISTORYCOMMUNICATIVE LANGUAGE TEACHING
HISTORY
•The origins of CLT are found in the
changes in the British language
teaching tradition, which considered
grammar competence as the
foundation of the language proficiency,
dating from the late 1960s.
HISTORY
•CLT started its rise to prominence
during the 1970s and 80s for these
reasons:
HISTORY
• Increase in demand for language learning in Europe
when the European Common Market opened
• More secondary and high schools started teaching
foreign languages
• In the UK, the appearance of comprehensive schools
gave all high school students the chance of studying
a foreign language.
BACKGROUNDCOMMUNICATIVE LANGUAGE TEACHING
BACKGROUND
•The CLT method based on the purpose of
communicative competence of language
learning.
•Four aspects of communicative competence:
grammatical competence, socio-linguistic
competence, discourse competence, strategic
competence
GOALSCOMMUNICATIVE LANGUAGE TEACHING
GOALS
•CLT aims at providing students with
authentic communication lessons which try
to imitate the natural progression of
language learning
•The authentic communication that imitate
real life situations is supposedly more fun
and more helpful for the students.
FEATURESCOMMUNICATION LANGUAGE TEACHING
FEATURES
•Communicative competence emphasis
•Fluency is emphasized
•Primary function: for interaction and
communication
•Students work in pairs or small groups,
everyone has an opportunity to talk
FEATURES
•Learner-centered, active learners
•Teacher: facilitator, analyst,
counselors, group process manager
•Instructional materials: encouraging
communicative language use
FEATURES
•3 kinds of materials: text-based,
task-based and realia
•Dialogues, if used, center around
communicative functions
•Native language may be accepted.
STRONG POINTSCOMMUNICATIVE LANGUAGE TEACHING
STRONG POINTS
•Teacher – student relationship
improved: interactive, harmonious,
not the type of master-servant
relationship
STRONG POINTS
•Emphasis on learner’s cognitive and
operational abilities: let the students
themselves think about and express
their views, developed in real life the
capability of using language to
communicate.
STRONG POINTS
•Student’s interests enhanced:
students get close to life, act as the
main character and naturally
become interested in the language,
learn the language for recreation
WEAK POINTSCOMMUNICATIVE LANGUAGE TEACHING
WEAK POINT
•Not sufficient concentration on the
accuracy or the correctness of
grammar errors
•Hard to create a real-life
environment in class, difficult to
reproduce authentic language use
WEAK POINT
•Difficult to use in a large class:
problems in monitoring and guiding
students
•Causes troubles for students at low
levels of proficiency, resistance to
involving in class activities
PRINCIPLESCOMMUNICATIVE LANGUAGE TEACHING
PRINCIPLES
•Create a range of different activities that
mimic the use of the English language
outside of the classroom, including: pair
work, group work, role plays, interviews,
games, surveys or learning by teaching,...
PRINCIPLES
•Ensure that students have enough
vocabulary and understanding of the
situation in which they are learning
before carrying out activities