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Communicative LanguageTeaching Today
Professor Jack C. Richardswww.professorjackrichards.com
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Communicative LanguageTeaching
A set of principles about: goals of language teaching how learners learn a language classroom activities that best facilitate learning roles of teachers and learners
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Goal of language teaching
To develop communicative competence Communicative competence contrasted with
linguistic competence
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Linguistic competence
Rules for creating grammatically correctsentences
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Communicative competence
How sentences are used in communication Implications for English as an international
language Not necessarily based on native-speaker norms
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View of second language learning
Interaction between the learner and users of thelanguage
Collaborative creation of meaning Creating meaningful and purposeful interaction
through language
Attending to the feedback
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View of second language learning
Paying attention to the input Incorporating new forms into communicative
competence Experimenting with different ways of saying
things
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Traditional approaches tolanguage teaching
(up to the late 1960s)
Priority given to grammatical competence Grammar learned through:
direct instruction repetitive practice drilling memorization of dialogs
question and answer practice substitution drills guided speaking and writing practice
Accurate pronunciation and mastery
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Traditional approaches tolanguage teaching
(up to the late 1960s)
Methodologies: Audiolingualism Structural-Situational Approach
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Communicative language teaching(1970s to 1990s)
Alternative model of a syllabus to replace agrammar syllabus functional syllabus skills syllabus ESP approach
Alternative classroom procedures
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Implications for classroommethodology
Real communication the focus of languagelearning
Opportunities to experiment Tolerant of errors
building communicative competence
Opportunities to develop accuracy and fluency
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Implications for classroommethodology
Link different skills together speaking, reading, and listening
Students induce or discover grammar rules Emphasis on pair work and group work Push for authenticity
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Typical classroom activities in CLT
Fluency activities: information-gap activities jig-saw activities
task-completion activities information-gathering activities opinion-sharing activities
information-transfer activities reasoning-gap activities role plays
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Ten assumptions of currentcommunicative language teaching
1. Learners engaged in interaction and meaningfulcommunication
2. Effective classroom learning tasks: negotiate meaning expand language resources notice how language is used
meaningful intrapersonal exchange
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Ten assumptions of currentcommunicative language teaching
3. Meaningful communication from relevant,purposeful, interesting, and engaging content
4. Communication a holistic process use several language skills or modalities
5. Language learning facilitated by activitiesinvolving: inductive or discovery learning language analysis and reflection
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Ten assumptions of currentcommunicative language teaching
6. Language learning is gradual creative use of language and trial and error errors are normal while learning goal is to use new language accurately and fluently
7. Learners develop their own routes to languagelearning, progress at different rates, and havedifferent needs and motivations for languagelearning
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Ten assumptions of currentcommunicative language teaching
8. Effective learning and communication strategies9. Teacher is a facilitator:
climate conducive to language learning opportunities for Ss to use and practice language opportunities for Ss to reflect on language use and
language learning
10. The classroom is a community where learnerscollaborate and share
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Two directions in currentmethodology
Processed-based approaches Content-based Instruction Task-based Instruction
Product-based approaches Text-based Instruction Competency-based Instruction
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Two directions in currentmethodology
Processed-based approaches Focus on creating classroom processes that facilitate
language learning
Product-based approaches Focus on learning outcomes
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Content-based instruction
Use language as a means of acquiringinformation, rather than as an end in itself
Better reflects learners needs Provides a coherent framework to link and
develop language skills
Content can be from school curriculum orrelated to learners interests and needs
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Content-based instruction
Bilingual Education/ English Across theCurriculum English used to teach other subjects (math, science)
Content and Language Integrated Learning -CLIL (Europe)
CLIL from the British Council Website
www.teachingenglish.org.uk Knowledge of the language becomes the means
of learning content
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Content-based instruction
Language is integrated into the broad curriculum. Learning is improved through motivation and the
study of natural language in context. CLIL is based on language acquisition rather than
enforced learning.
Language is seen in real-life situations. CLIL is long-term learning. Fluency is more important than accuracy.
Reading is essential.
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Task-based instruction
a) Key characteristics of a task: Something learners do using existing language
resources
Outcome not simply linked to learning language language acquisition may occur
Focus on meaning
Use communication strategies and interactional skills
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Task-based instruction
b) Two kinds of tasks: pedagogical tasks real-world tasks
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Task-based instruction
c) Learning claims Grammatical syllabus not needed Grammatical knowledge built around task
performance Reverses the standard P-P-P lesson format and
replaces it with one consisting of:
Task - Language awareness - Follow up activity
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Text-based instruction
a) TBI is based on an approach to teachinglanguage that involves: Teaching the structures and grammatical features of
spoken and written texts Linking spoken and written texts to the cultural
context of their use
Designing units of work that focus on developing skillsin relation to whole texts Providing students with guided practice
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Text-based instruction
b) Contents of a text-based syllabusText types on the Singapore 2002 syllabus
Procedures e.g. procedures used in carrying out a task Explanations e.g. explaining how and why things happen
Expositions e.g. reviews, arguments, debates Factual recounts e.g. magazine articles Personal recounts e.g. anecdotes, diary/journal entries, biographies,
autobiographies Information reports e.g. fact sheets
Narratives e.g. stories, fables Conversations and e.g. dialogues, formal/informal letters, postcards, e-mail,Short functional texts notices
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Text-based instruction
c) Implementing a text-based approach Phase1: Building the context Phase 2: Modeling and deconstructing
the text Phase 3: Joint construction of the text
Phase 4: Independent construction of thetext
Phase 5: Linking to related texts
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Competency-based instruction
Characteristics of CBI: A focus on successful functioning in society A focus on life skills Task- or performance-oriented instruction Modularized instruction
Outcomes are made explicit Continuous and ongoing assessment Mastery of performance objectives
Individualized, student-centered instruction
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Conclusions
All four approaches are complementary. Interchange, Third Edition draws on all
four approaches.
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Thank you
www.professorjackrichards.com
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