communicativelanguageteachingmethod1-100429160512-phpapp01

8/8/2019 communicativelanguageteachingmethod1-100429160512-phpapp01

1/14

COMMUNICATIVE

LANGUAGE TEACHING


2/14

Inventor:

This method is based partly in thetheories of Brititish functional

linguists such as: Firth, Halliday,

and the American sociolinguistics

Hymes, Gumperz and Lavob.

Country of Origin: Great Britain

U.S.A


3/14

Theory of language: language is for communication

and linguistic competence and the knowledge of formsand their meanings are part of the communicative

competence. Another aspect of this knowledge is to

learn the use of the language.

Theory of learning:

Activities that involve real communication promote

learning

Activities in which language is used for carrying out

meaningful tasks promote learning

Language that is meaningful to the learner promotes

learning.


4/14

Role of the teacher: the teacher

facilitates the communication in the

classroom, and he also acts like an adviserand a guide.

Role of the student: Ss arecommunicators. They are actively engage

in trying to make themselves understood

and in understanding others.

Use of the mother tongue: can be used.

However, whenever possible the target

language should be used.


5/14

Activities:

Scrambled sentences

Language Games

Picture Strip Story

Role Play


6/14

Techniques:

Communicative language teaching uses almost anyactivity that engages learners in authenticcommunication. functional communication activitiesin which communication is involved, and social

interaction activities, such as conversation anddiscussion sessions, dialogues and role plays.


7/14

MATERIALS

o Language materials authentic to nativespeakers of the target language. (news

paper, radio and television broadcast,

menus, weather forecast, timetables).

o For beginner students it is possible to use

realia with out a lot of language.


8/14

EVALUATION

A teacher can informally evaluate

students performance in his role as an

adviser or co-communicator.

For formal evaluation an integrative testis used which has a real communicative

function.

In order to assess students writing skill, a

teacher might ask them to write a letter to

a friend.


9/14

Modes of interaction

T-Ss, Ss-Ss, Ss-T

Students feelings

Students are given an opportunity toexpress their individuality by having

them share their ideas and opinions on aregular basis.


10/14


11/14

STUDENTS ERRORS

Errors of form are tolerated during

fluency-based activities and are seen as a

natural outcome of the development ofcommunication skills.

The teacher may note the errors duringfluency activities and return to them later

with an accuracy-based activity.


12/14

Students will be

more motivated by

learning to

communicate.

Students will learn

to communicateeffectively.

No grammar rules

are presented.

Advantages Disadvantages


13/14

REFERENCES

Larsen-Freeman, D. (2000). Techniques and

Principles in Language Teaching. (second ed.).

Oxford University Press.

http://www.englishraven.com/method_communica

tive.html

http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/Communicativ

eLanguageTeaching.htm


14/14

communicativelanguageteachingmethod1-100429160512-phpapp01

Documents

Transcript of communicativelanguageteachingmethod1-100429160512-phpapp01