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COMMUNICATIVE LANGUAGE TEACHING
Group members Carmen Susana Arias
Lilian Jansson
Most used by language teachers
Implemented in different ways by different teachers working in different contexts.
Developed
1960 – 1970 - 1980 Britain and the USA Approach
Grew out of new theories of language and language learning
Concepts of language
The specific communicativ
e functions
Not just formal structures
What we
do with
utteranc
es
• Achieve communicative competence
Hymes, 1972
• Use the language to communicate with others
Widdowson, 1978
• Language is learnt by directly simulating the target behaviour in the classroom Underlying assumption
Recognizable imitation of real –life communication
• Hey, you’re wanted in Room 13.• Where is it?• On the next floor.• Thanks.
How we really use language in authentic discourse
• Excuse me. Could you tell me where Room 13 is?
• Yes, it’s on the next floor.• Thank you.• Not at all.
and when we say:
• Where is Room 13?• Room 13 is on the next floor.as well as the fact
that we seldom if ever, say:
Emerged • Learner-center approach
Meaning
• Learners wanted to communicate
• How to express them
Bygates (1999)
Repetition
• Fluency• Accuracy• Complexity
Learning
Long process of acquisition
Exposure to and communicative use of the language , with many inevitable mistakes
Conscious effort and wide range of learning activities
Speed up and improve the learners progress.
Language learning
•Learners •Understand•Are interested in understanding Meet some new materials which is
understandable through context
•Are not worried or threatened by the activity
Acquisition occurs as a result of understanding messages
Tasks
use language in order to communicate meanings
without focusing on accuracy.
Language
Real, authentic samples of language
Contextualised chunks rather than discrete
items
Encourage fluency
Learners explore
creatively ways of expressing themselves
Materials aimed to set learners
talking
(e.g. Geddes and Sturtridge 1979; Ur 1981, 1988).
(Brumfit 1984)
Syllabus
Range of different type of
interaction
Need practising
Improvised speech
Content of familiarity
The conditions of oral taks
Differ from the written skills
Oral language processing
Integration of accuracy,
complexity and fluency
To develop learner’s oral
abilities
Vary the emphasis on
fluency, accuracy and complexity
•Organized around functions
Richards et al. 1998; Swan and Walter 1992; Nunan 1995
•Tasks targeting the development of communicative strategies
Dörnyei and Thurrel (1992)
• is unusual in focusing exclusively on spoken skills.
Lynch and Anderson (1992)
A distinct oral syllabus
Integrating Fluency Accuracy
Bygates (1987) suggested that
“ learners can usefully practice different patterns of discourse, in terms of ‘interaction routines’, or
‘information routines”
Input phase
• Hear a recording of native speakers
Rehearsal phase
• Perform the task in small groups
Performance phase
• Students perform the task
J. Willis (1996)
Teacher’s role
Ur (2010)
Teacher mainly as facilitator
Nation (1985)
even in activities where the teacher’s participation is minimal, the teacher still has an important role to play in providing the most favorable opportunities for
participation in language activities. Allwright (1979)
played down the role of the teacher in language learning
Role of instructional material
J. Willis (1996) and Skehan (1998) share the view that tasks cannot target specific features, but only provide conditions which
are capable of influencing the level of complexity, accuracy of fluency that learners will produce. Skehan believes that tasks can only influence attention to accuracy, fluency or
complexity.
Duff (1993)reports that the tasks she used to elicit speech from a learner did not consistently elicit the
same kinds of speech.
Brumfit (1984)
stressed that fluency activities should provide learners with the freedom to improvise their own expressions
Activity
A word from our sponsor.
Benefited types of learners
Visual
Auditory
Social
Kenesthetic
Activity 1
Cons
Shy disadvanta
ge
Tactile
Introvert
Pro/Con
Dependant , quiet Cognitive
processSimultaneo
us
Proficiency orientation
Range of context Range of function Development of accuracy Response to affective and cognitive
needs Cultural understanding
References
Davies, P., Pearse, E. (2008). Success in English Teaching. Oxford University Press. China.
Harmer, J. (2001). How to teach English. Longman. England. Nation. P. (1985). Taken from
http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/1985-Opportunities.pdf [May 22nd, 2012]
Ur. P. (2010) Taken from http://www.cambridge.com.mx/pennyur/Penny-TCAR.pdf [May
22nd, 2012]