Wk 4 COMMUNICATIVE LANGUAGE TEACHING.ppt

7/27/2019 Wk 4 COMMUNICATIVE LANGUAGE TEACHING.ppt

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COMMUNICATIVE

LANGUAGE TEACHING


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INTRODUCTION

Goal => To learn to communicate in thetarget language.

Why? => 70sSs could produce sentences

accurately in a lesson, but could not use

them appropriately when communicatingoutside the classroom.

Ability to communicate requires more than

just mastering linguistic structures.

Ss may know the rules of linguistic usage,

but unable to use the language (

Widdowson 1978).


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INTRODUCTION

Being able to communicate requires

more than linguistic competence; itrequires communicative competence

knowing when and how to say what to

whom.( Hymes 1971).

Shift in late 1970s to early 1980s from

a linguistic structure-centeredapproach to a Communicative

Approach ( Widdowson 1990).


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INTRODUCTION

CLT aims at applying thetheories of Communicative

Approach by making

communicative competencethe goal of language teaching

and by acknowledging the

interdependence of the

language and communication.


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PRINCIPLES OF CLT

GOALS OF TEACHERS WHO USE

CLT

To enable ss to communicate in the

target language.

Ss need knowledge of the linguistic

forms, meanings and functions.

Need to know that many different forms

can be used to perform a function &

also that a single form can often serve

a variety of functions.


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PRINCIPLES OF CLT

Ss choose from among these ,the

most suitable form. Must also be able

to manage the process of negotiating

meaning with the interlocutors.

Communication is a process;

knowledge of the forms of language is

insufficient.


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ROLE OF TEACHER & STUDENTT => Facilitates communication in the classroom.

T= > Establish situations likely to promote

communication.T=> acts as an adviser, answering studentsquestions & monitoring performance.

T=> make note of their errors to be worked on at alater time during more accuracy-based activities.

T=> also co-communicator engaging in thecommunicative activity along with the students.

S => communicators.

S => Actively engaging in negotiating meaning. Tryingto make themselves understood and in understandingothers.

S=> seen as more responsible managers of their ownlearning.


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CHARACTERISTICS OF TEACHING /

LEARNING PROCESS

1. Everything done with a communicativeintent.

2. Ss use the language a great deal

through communicative activities suchas games, role plays and problem-

solving tasks.

3. Truly communicative activities have 3features in common. a) information

gap, (b) choice , feedback.


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CHARACTERISTICS

A) information gap exists when one person in

an exchange knows something the otherperson does not.

B) the speaker has a choice of what she will

say and how she will say it. If students have

no choice in what they want to say, then it is

not communicative.

C) True communication is purposeful.

Speaker can evaluate whether his purpose isachieved based upon information he

receives from the listener. (feedback)


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CHARACTERISTICS

4. Use of authentic materials. use

language as it is actually used.

5. Activities carried out by students insmall groups.


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Student-teacher interaction

student-student interaction

T => present some part of lesson eg:linguistic accuracy.

T=>facilitator of activities.

T=> co-communicator , often establishessituations that prompt communication

between and among students.

Students interact a great deal with one

another. In pairs, small groups and wholegroup.


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FEELINGS OF STUDENTSBy learning to communicate, ss will be

more motivated to study a foreignlanguage since they feel that they are

learning to do something useful with the

language.

T allows S to express individuality by

having them share ideas and opinions

on a regular basis.

Ss security enhanced by opportunities

for cooperative interactions with ss &

Ts.


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Language viewed / culture viewedLanguage is for communication. Linguistic

competence , knowledge of forms and theirmeanings is one part of communicativecompetence .

Another aspect of CC is knowledge of the

functions language is used for.Ss / learners need knowledge of forms andmeanings and functions.

Ss must also use this knowledge ,take into

account social situation to convey meaning.

Culture=> everyday lifestyle of people whouse the language. Some aspects of Itimportant to communication eg: use ofnonverbal behavior.


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Emphasize on language & skills

Functional syllabus used. Variety of

forms introduced for each function.Simpler forms first, as ss get moreproficient in target lang, functions arereintroduced and more complex forms

are learned.Eg: learning to make requests.

Beginning students practice Would

you? And Could you?Highly proficient ss might learn Iwonder if you would mind

SS work on all 4 skills from beginning.


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Role of students native language

Use of native language is permitted

with care.

Target lang. should be used not only

during communicative activities but in

explaining the activities to the ss as

well.

Ss learn from classroom exchanges.

Realize that target lang is a vehicle for

communication not just an object to be

studied.


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Evaluation in CLT

T evaluates both fluency and accuracy.T can evaluate informally students

performance in his role as an adviser &

co-communicator.

Formal evaluation , use integrative test

which has real communicative function.

Assess students writing skill, ask themto write a letter to a friend.


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Respond to errors

Errors of from are tolerated during

fluency based activities. Seen as

natural outcome of development of

communication skills.

Ss can have limited linguistic

knowledge and still be successful

communicators.

T may note the errors during fluencyactivities and return to them later with

an accuracy-based activity.


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TECHNIQUES & MATERIALS1. Authentic materials use lang

materials authentic to native speakersof the target language.

eg: Use real newspaper article.

assign homework=> listen to live radioor television broadcast.

lower proficiency => may not be

possible to use these materials. Usemore accessible ones.

eg: Use of weather forecast when

working on predictions.


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Techniques & materials

Lower level class => use ordinary

objects / materials that do not contain a

lot of language but which can generate

discussions.

Eg: Menus in target language.

Timetables


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2. Scrambled sentences

Ss give passage / text which the

sentences are in a scrambled order.

They are told to unscramble the

sentences so that the sentences are

restored to their original order.

Teaches the ss about cohesion and

coherence.


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They learn how sentences are boundtogether through formal linguistic

devices like pronouns.

Ss might also be asked to unscramble

the lines of a mixed-up dialogue.

Ss might also be asked to put the

pictures of a picture strip story in order

and write lines to accompany the

picture.


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Techniques & materials3. Language games.

Frequently used in CLT. ss find themenjoyable . Give ss valuablecommunicative practice.

Eg: choosing pictures.Collect 3x as many different pictures asthere are ss in the class. Pictures areput on a table. Each ss chooses two

pictures: one he likes and one hedoesnt like.

Each ss shows the picture to class and

explains why he likes or dislikes them.


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4. Picture strip storyUse problem-solving tasks / prediction .

In problem-solving tasks, works well in

CLT as it has the 3 features ofcommunication.

Can be structured, ss share information

/ work together to arrive at solution andss practice negotiating meaning.


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Techniques & materials5. Role play

Very important in CLT. Give ss opportunity to

practice communicating in different social

contexts and in different social roles.

Can be structured ( T tells ss who they are &what they should say).

Or less structured, ( T tells ss who they are,

what the situation is and what they are

talking about but ss determine what they will

say).

T can give feedback on ss communication.

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Wk 4 COMMUNICATIVE LANGUAGE TEACHING.ppt