COMMUNICATIVE LANGUAGE TEACHING

THE ORIGINS OF CLT

From the late 1960s.

Situational Language Teaching

SITUATIONAL LANGUAGE TEACHING:

•Major British approach, • English as a foreign language,• Language - practising basic structures,•Meaningful situation-based activities.

Closer study of the languageNecessity to Return to the traditional concept

NOAM CHOMSKY – BRITISH LINGUIST

• Language teaching on communicative proficiency• Syntactic Structures - Book

THE COUNCIL OF EUROPE

Develop of alternative methods

1971

A unit- credit system

WILKINS• Functional/communicative definition of language• Communicative uses of language• 2 types of meaning Notional categories• Categories of

communicative function

• Notional Syllabuses - Book

COMMUNICATIVE APPROACH

• Communicative Language Teaching• (Notional functional approach / functional approach)

AMERICAN /BRITISH PROPONENTS

•CLT as an approach- not a method•Aims

LITTLEWOOD

CLT – Functional and structural aspects of language

HOWATT Weak versionCLT Strong version

JOHN FIRTH

•Discourse as subject• Context for language analysis• Language – broader sociocultural context of its use.

AMERICAN NATIONAL CURRICULUM COMMISSION – 1930S.

•Experience Curriculum in English•Well-selected experiences

APPROACH

Theory of language as communication

HYMESCommunicative Competence Communication Culture Contrast Chomsky´s theory of competence What speakers needs to know Aquisition Knowledge Ability Language use

HALLIDAY• Theory of the funtions of language Instructional• Description of seven funtions Regulatory Interactional Personal Heuristic Imaginative Representational

CANALE AND SWAIN•Use the language for communicative purposes•Dimentions

•Grammatical Competence• Sociolinguistic Competence•Discourse Competence• Strategic Competence

COMMUNICATIVE VIEW OF LANGUAGE

• Expression of meaning• Allow interactions and communication• Reflects funtional and communicative use• Categories of funtional and communicative meaning

THEORY OF LEARNING

•Elements of an underlyning learning theory

• Communication Principle• Task Principle•Meaningfulness Principle

KRASHEN

Learning Conscious representation of grammatical knowledge

Acquisition Unconscious development of the language system

DESIGN

Levels of objectives in a Communicative Approach• Integration and content• Linguistic and instrumental • Affective, interpersonal, conduct• Individual learner needs• General educational/ Extra linguistic goals 

CURRICULUM

Reflects specific aspects of communicative competence

SYLLABUS• Descriptions of objectives of FLC for European Adults• Situations• Topics• Functions of Language Published as

Threshold• Notions Level

English in 1980 • Vocabulary and Grammar

TYPES OF LEARNING AND TEACHING ACTIVITIES

Functional communication

activities

Social interactional activities

LEARNER ROLES

• Negotiator • The learner should contribute as much as

he gains learn in a interdependant way• Learning should be cooperative

TEACHER ROLES

• Facilitate the communication process. • Act as an Independent participant within the group.• Researcher and learner.

OTHER ROLES • Needs Analyst• Counselor Exemplifies an effective communication Tries to mesh speaker intention with hearer interpretation • Group progress manager Classroom management hours less teacher-centered

Monitors, encourages and suppresses inclination to supply gaps.Assisting groups in self correction discussions.

THE ROLES OF INSTRUCTIONAL MATERIALS

Primary roleText-Based MaterialsTask-Based MaterialsRealia (authentic and from-life)

PROCEDURE

1) Presentation of a dialogue2) Oral Practice of it3) Questions and answers based on the dialogue topic 4) Questions and answers related to the students’ personal

experiences5) Study of a communicative expression or structure in the

dialogue6) Learner discovery of generalizations or rules underlying the

functional expression or structure.7) Oral recognition, interpretative activities. 8) Oral production activities9) Copying of the dialogue 10)Sampling of the written homework assignment11)Evaluation of learning

DIALOGUES INTRODUCED NEW TEACHING POINTS

• Teaching points are introduced in dialogue form.• Grammatical items are isolated for controlled practice.

• Freer activities are provided.• Pair and group work is suggested.

COMMUNICATIVE LANGUAGE TEACHING

• It’s an approach.

• Principles

• -Learners use language to communicate• -Authentic and meaningful

communication• -Fluency• -Different language skills• -Learning involves trial and error

COMMUNICATIVE METHODOLOGY

• Appropriateness•Message focus• Psycholinguistic processing• Risk taking• Freer practice

I love music

I can swim

I like filmsI like reading

I like animals

Evelyn Gette, Noelia Gauna, Lucia Martin, Mariel Monzón.