Communicative Language Teaching (CLT/CLL)
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Transcript of Communicative Language Teaching (CLT/CLL)
Presented by Joel Acosta
Communicative Language Teaching and Communicative Language Learning
• CLT origins, can be found in changes in the British Language teaching tradition in the 1960s.
• Back then, the Situational Language teaching approach was the norm.
• SLT consisted in internalizing the structures of a language.
• Mostly, learning grammar rules without vocabulary development.
Background
• The SLT did not fill the need to develop language competence in Language teaching.
• A group of experts saw the need to focus in communicative 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.
Background
• Background
• Representatives
• Contribution
• Concepts
• Perspectives:
– Linguistic
– Pedagogy
– Psychology
– Sociology
Communicative Language Teaching(CLT)
• CLT approach
Principals
• CLT objectives
• Learner´s role
• Teacher´s role
SCHOLARS BRITISH APPLIED LINGUISTS who advocated CLT
Representatives
Cristopher Candlin (2001) and Henry Widdowson (1990).
They began to see that a focus on structure was also not helping language students. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures
John Firth (1937), M.A.K Halliday (1978)
Language is viewed as ‘‘meaning potential,’’ and the ‘‘context of
situation’’ is viewed as central to understanding language systems
and how they work.
.
Representatives
Language philosophers: John Austin (1962) &John Searle (1965)
They based on the assumption that “(…) the minimal units of human communication are not linguistic expressions, but rather the performance of certain kinds of acts, such as
• making statements,
• asking questions,
• giving directions,
• apologizing,
• thanking, and so on”
Representatives
Contradicted Chomsky’s theory on what Competence referred to.
He coined the term Communicative Competence. He developed
the Communicative Approach in the 1970s. This Approach
replaced Situational Language Teaching.
Representatives American sociolinguists:
Dell Hymes (1971), John Gumperz (1972), William Labov (1970)
.
CLT emphasizes interaction and problem solving as both the means and the ultimate goal of learning English - or any language. As such, it tends to emphasize activities such as role play, pair work and group work. (Teflpedia)
CLT is the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. (Center for Applied linguistics)
CLT aims at developing procedures for the teaching of the four skills that acknowledge the interdependence of language and communication. It aims at having students become communicatively competent.(Yemen Times)
Concepts
Linguistics
Grammatical Competence
Sociolinguistic Competence
Discourse Competence
Strategic Competence Pedagogy
Creation of an atmosphere
The teacher is facilitator
Use of concepts
Use of strategies
Perspectives
Sociology Psychology
Sociocultural use of language Behaviorism
Interactional function Cognitivism
Personal function Constructivism
Interpersonal relationship Functionalism
Cooperativism rather than individualism
Perspectives
• 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
CLT Approach Principals
• 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
CLT objectives
• The learner role as a negotiator, between himself, the
learning process, interaction with the group’s activities
and classroom procedures.
• In other words, the learner should contribute as much
as he gains in the classroom, learning in an
interdependent way. (Richards J., C., Rodgers T. S.
(p.77).
Learner Role
• Two main roles:
• First, to facilitate the communication process between all
participants in the classroom, and a guide between
students activities and texts.
• Second, to act as an independent participant within the
learning-teaching group. (Richards J.C., Rodgers T. S.
(p.77).
Teacher Role
• Materials are seen as a way of influencing the quality of classroom interaction and language use.
• They have promote communicative language use.
• Some Instructional Materials are:
– Visual cues
– Taped cues
– Pictures (Flash cards)
The Role of Instructional Materials
• Realia (from real life, authentic)
• Wh- questions (Why, What, When, Where, Who)
• Games
• Role Plays
• Simulations
Other Instructional Materials
• 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.
• CLT is a new way of encouraging students to speak more and to get involve in their classroom activities
Conclusion
Richards, J ; Rodgers, T. “Approaches and Methods in Language Teaching” 5th ed.1989. Melbourne. Cambridge University Press
Celce-Murcia, M. (1991). Language Teaching Approaches. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language. (pp.3-10). Boston, Massachusetts: Heinle & Heinle.
Bibliography