AJ Presentation

8/11/2019 AJ Presentation

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Communicative

Language Teaching

in the Twenty First

Century

- SANDRA J. SAVIGNON

BY: APRIL JOY G. DIAZ


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WHAT IS CLT?

Communicative Language Teaching(CLT) refers to

both processes and goals in classroom learning. It

has been put forth around the world as the new, or

innovative, way to teach English as a second orforeign language which emphasis that the goal of

language learning is communicative competence.

The use of real-life situations that include interaction

and communication.


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HOWANDWHYDIDCLT DEVELOP?

The origins of contemporary CLT

can be traced to concurrent

developments in both Europe andNorth America.


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EUROPE :

Goal: to develop alternative methods of language

teaching.

British linguist proposed a functional orcommunicative definition of language to build up a

functional-notional syllabus. Their analysis was

semantic /communicative, based on learners

needs.


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SYLLABUS


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UNITEDSTATES:

Hymes (1971) had reacted to Chomskys

(1965) characterization of the lingusiticcompetence of the native ideal speaker

and proposed the term communicat ive

competence.


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IN 1972

In a research project at the University of Illinois,

Savignon used the term communicative

competence to characterized the ability of

classroom language learners to interact with other

speakers, to make meaning.


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COMMUNICATIVECOMPETENCE

Canale and Swain model of Communicative

Competence:


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GRAMMATICALCOMPETENCE

o Ability to use the language correctly, how well a

person has learned features and rules of the

language.

DISCOURSECOMPETENCE

o Is related to the learners' mastery of understanding

and producing texts in the modes

of listening, speaking, readingand writing. It deals

with cohesionand coherencein different types of

texts.
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SOCIOCULTURALCOMPETENCE

o Extends well beyond linguistic forms and the

knowledge of the sociocultural rules of language

use.

STRATEGICCOMPETENCE

o The coping strategies that we use in unfamiliar

contexts with constraints due to imperfect

knowledge of rules or limiting factors in their

application such as distraction.


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FIVECOMPONENTSINCOMMUNICATIVE

CURRICULUM

Language Arts

Language for a Purpose

My Language Is Me: Personal English LanguageUse

You Be, Ill Be: Theater Arts

Beyond the Classroom


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LANGUAGEARTS

o Or language analysis. It is the first component on

the list. It focuses on forms of English, including

syntax, morphology, and phonology.

LANGUAGEFORAPURPOSE

o Or language experience, the second component. In

contrast with language analysis, language

experience is the use of English for real and

immediate communicative goals.


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THEROLEOFINSTRUCTIONALMATERIALS

A wide variety of materials have been used to

support communicative approaches to language

teaching.

CLT view materials as a way of influencing the

quality of classroom interaction and language use.

The primary role of materials is to promote

communicative language use.


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THREEKINDSOFMATERIALSUSEDINCLT:

TEXT-BASEDMATERIALS


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TASK-BASEDMATERIALS


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REALIA


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MYLANGUAGEISME: PERSONALENGLISH

LANGUAGEUSE

Use the third component in a communicative

curriculum, relates to the learners emerging identity

in English.

YOUBE, ILLBE: THEATERARTS:

Is the fourth component of a communicative

curriculum. All the worlds is a stage, as the

familiar words of Shakespeare. And on the stage

we play many roles, roles for which we improvise

scripts from the models we observe around us.


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BEYONDTHECLASSROOM

Is the fifth and final component of a communicative

curriculum. Regardless of the variety of

communicative activities in the ESL/EFL classroom,

their purpose remains to prepare learners to use

English in the world beyond.


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Teachers Role in CLT:

The teachers has to assume the role of a facilitator

or monitor, rather then simply being the model oncorrecting speech and the one with the primary

responsibility of making students produce plenty of

error-free sentences.

A guide within the classroom procedures and

activities.


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Learners Role in CLT:

In the CLT, learners role is to participate in

classroom activities that are based on a

cooperative rather than in a individualistic

approach to learning. Students have to becomecomfortable with listening to their peers in pair or

group work task s, rather than relying on a

teachers for a model.


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CONCLUSIONS: CLT best considered an approach rather than a method.

Approach refers to a diverse set of principles that reflecta communicative view of language and languagelearning.

CLT has passed through a number of phases to apply itsprinciples to different dimensions of teaching/learning

process. The first phase was the need to develop a syllabus that

was compatible with the notion of communicativecompetence.

Second, CLT focused on procedures for identifying

learners needs.

Third, CLT focused on the kinds of classroom activitiesthat could be used as the basis of a communicativemethodology.


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THANK YOU FOR LISTENING!

HAVE A NICE DAY!

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