Communicative language Teaching

Principles and Application for the Classroom

Background

Traditionally language learning has been teacher-centered.

Students memorized and recited words and script.

CLT is student-centered. It puts more emphasis on the ability to convey meaning.

Change of Goals

In recent years there have been marked changes in the goals of language teaching.

The goal has changed from being accurate in the target language to being able to communicate effectively in the target language.

Linguistic competence vs. communicative competence.

5 Features of CLT An emphasis on learning to communicate through interaction in

the target language. The introduction of authentic texts into the learning situation. The provision of opportunities for the learners to focus, not only

on language but also on the learning process itself. An enhancement of the learner’s own personal experiences as

important contributing elements to classroom learning. An attempt to link classroom language learning with language

activation outside the classroom. -Nunan 1991

Model Lesson: Slang

Objective: Students will be able to: understand and use slang in authentic communicative situations.

Review: What do students already know about slang. Present: Introduce new words and go over their

meaning. Practice: Do controlled activities using activity sheet. Produce: Students create and practice role playing

within the context given by the teacher. Assess

Reviewing Principles What are the goals of the teacher who uses CLT? What is the role of the teacher? What is the role of the

students? What are some of the characteristics of the teaching/learning

process? What is the nature of the student-teacher interaction? What is

the nature of the student-student interaction? How are the feelings of the students dealt with? How is language viewed? How is culture viewed? What areas of language are emphasized? What skills are

emphasized? What is the role of the students’ native language? How is evaluation accomplished? How does the teacher respond to student errors?

What is the role of the students native language?

Judicious use of the mother tongue is permitted in CLT.

What areas of language are emphasized? What skills are emphasized?

Function over form Students work with the language at the

discourse level. Students work on all four skills.

What are the goals of the teacher who uses CLT? The goal is to enable students to

communicate in the target language. To do this students need knowledge of the linguistics forms, meanings and functions

What is the role of the teacher? What is the role of the students? The teacher facilitates communication in the

classroom. Students are seen as more responsible

managers of their own learning.

What are some of the characteristics of the teaching/learning process?

Almost everything that is done is with a communicative intent.

Students use the target language a great deal through communicative activites.

In communication the speaker chooses what he/she will say. It is spontaneous.

True communication is purposeful. Emphasis on group work.

What is the nature of the student-teacher interaction? What is the nature of the student-student interaction? Teacher establishes situations that prompt

communication between students. Sometimes the teacher is a facilitator,

sometimes a co-communicator. Students interact a great deal with each

other. They do this in a variety of configurations.

How are students’ feelings dealt with? By learning to communicate students will be

more motivated to study the target language since they will feel they are putting the language to use.

How is language viewed? How is culture viewed? Language is for communication. Culture is the everyday lifestyle of the people

who use the language.

How is evaluation accomplished?

Teacher evaluates not only students accuracy but also their fluency.

Teacher can informally evaluates students while performing role as facilitator and co-communicator.

Teacher can use integrative test which has a real communicative function.

How does the teacher respond to student errors? Errors are tolerated during fluency-based

activities. Errors are seen as a natural outcome in

development of communication. Teachers may note errors during fluency

based activities and return to them later with an accuracy-based activity.