23607752 Communicative Language Teaching

8/22/2019 23607752 Communicative Language Teaching

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Communicative Language TeachingDefinition

Background: Historical and Theoretical

Activities in CLT

Learner and Teacher Roles

Role of Instructional Materials


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A set of principles about:

The goals of language teaching How learners learn a language

The kinds of activities that best facilitatelearning

The roles of teachers and learners in theclassroom


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The Teaching of CommunicativeCompetence.


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Grammatical

Competence

Communicative

competence

The ability to produce sentencesin a language

The knowledge of the buildingblocks of sentences (e.g. parts ofspeech, tenses, phrases, clauses,sentence patterns) and how theyare formed

knowing how to use languagefor a range of different purposesand functions knowing how to vary our use oflanguage according to the settingand the participants


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GrammaticalCompetence

Communicativecompetence

The unit of analysis and practiceis typically the sentence

knowing how to produce andunderstand different types of texts(e.g. narratives, reports, interviews,

conversations)

knowing how to maintaincommunication despite havinglimitations in ones languageknowledge (e.g. through using

different kinds of communicationstrategies)


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While grammatical competence is animportant dimension of languagelearning, it is clearly not all that isinvolved in learning a language.

This latter capacity of grammaticalcompetence is understood by the term

communicative competence.


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Interaction between the learner andusers of the language

Collaborative creation of meaning Creating meaningful and purposeful

interaction through language

Negotiation of meaning as the learnerand his or her interlocutor arrive atunderstanding


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Learning through attending to thefeedback learners get when they use

the language

Paying attention to the language onehears (the input) and trying to

incorporate new forms into onesdeveloping communicativecompetence

Trying out and experimenting withdifferent ways of saying things


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the use of the following:

pair work activities role plays

group work activities

project work.


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Learner Roles:

They have to participate in classroom

activities become comfortable with listening to

their peers in group work or pair worktasks, rather than relying on the teacher

for a model. They were expected to take on a

greater degree of responsibility for theirown learning


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Teacher Roles:

They have to assume the role offacilitator and monitor

the teacher had to develop a different

view of learners errors and of her/hisown role in facilitating languagelearning.

As a needs analyst

As a counselor

As a group process manager


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Historical


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I. Traditional approaches (up to the late1960s)

II. Classic communicative languageteaching (1970s to 1990s)

III. Current communicative languageteaching (late 1990s to the present)


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gave priority to grammaticalcompetence as the basis of language

proficiency. based on the belief that grammar could

be learned through direct instructionand through a methodology that mademuch use of repetitive practice anddrilling.


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Techniques: memorization of dialogs,

question and answer practice, substitution drills

various forms of guided speaking and writingpractice.

Approach: Deductive students are presented with grammar rules and

then given opportunities to practice using them,

as opposed to an inductive approach in whichstudents are given examples of sentencescontaining a grammar rule and asked to workout the rule for themselves.


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Great attention to accuratepronunciation and accurate mastery of

grammar Methodologies:

Audiolingualism (in north America) (also

known as the Aural-Oral Method) the Structural-Situational Approach in the UK

(also known as SituationalLanguageTeaching).

P-P-P (Presentation, Practice, Production)Methodology


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Under the influence of CLT theory,grammar-based methodologies such as

the P-P-P have given way to functionaland skills-based teaching, and accuracyactivities such as drill and grammarpractice have been replaced by fluency

activities based on interactive small-group work. This led to the emergence ofa fluency-first pedagogy (Brumfit 1984)in which students grammar needs are

determined on the basis of performanceon fluency tasks rather thanpredetermined by a grammaticalsyllabus.


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attention shifted to the knowledge andskills needed to use grammar and other

aspects of language appropriately fordifferent communicative purposes:

making requests,

giving advice,

making suggestions,

describing wishes and needs and so on.


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What was needed in order to use languagecommunicatively was communicative

competence.

The notion of communicative competencewas developed within the discipline oflinguistics (or more accurately, the sub-discipline of sociolinguistics)

Advocates of CLT argued thatcommunicative competence, and notsimply grammatical competence, shouldbe the goal of language teaching.


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CLT created a great deal of

enthusiasm and excitement whenit first appeared as a new

approach to language teaching

in the 1970s and 1980s, andlanguage teachers and teaching

institutions all around the world

soon began to rethink theirteaching, syllabuses and

classroom materials.


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Grammar was no longer the starting

point. New approaches to languageteaching were needed.


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1. Language teaching is based on a viewof language as communication. That is,

language is seen as a social tool thatspeakers use to make meaning; speakerscommunicate about something tosomeone for some purpose, either orally

or in writing.


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2. Diversity is recognized and accepted aspart of language development and usein second language learners and users,as it is with first language users.

3. A learners competence is considered inrelative, not in absolute, terms.


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4. More than one variety of a language isrecognized as a viable model forlearning and teaching.

5. Culture is recognized as instrumental inshaping speakers communicativecompetence, in both their first andsubsequent languages.


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6. No single methodology or fixed set oftechniques is prescribed.

7. Language use is recognized as servingideational, interpersonal, and textualfunctions and is related to the

development of learners competencein each.

8. It is essential that learners be engaged indoing things with languagethat is, thatthey use language for a variety ofpurposes in all phases of learning.


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Theoretical


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The Communicative Approach in

language teaching starts from atheory of language as

communication


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held that linguistic theory is concerned

primarily with an ideal speaker-listener in acompletely homogeneous speech community,who knows its language perfectly and is

unaffected by such grammatically irrelevantconditions as memory limitation, distractions,shifts of attention and interest, and errors inapplying his knowledge of the language inactual performance.

The focus of linguistic theory was tocharacterize the abstract abilities speakerspossess that enable them to producegrammatically correct sentences in alanguage.


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His theory of communicativecompetence was a definition of what a

speaker needs to know in order to becommunicatively competent in aspeech community.

Held the view that linguistic theoryneeded to be seen as part of a moregeneral theory incorporatingcommunication and culture.


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Theory: the functional account of language

use Linguistic is concerned with the description of

speech acts or texts, since only though the

study of language in use are all the functions oflanguage , and therefore all components ofmeaning brought into focus.

He has elaborated a powerful theory of thefunctions of language, which complements

Hymess view of communicative competencefor many writers on CLT. Seven basic functions: instrumental, regulatory,

interactional, personal, heuristic, imaginative,representational.


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Introduced four dimensions of communicative

competence: grammatical competence(grammatical and lexical capacity), sociolinguisticcompetence (understanding of social context andthe communicative purpose for interaction),

discourse competence (how meaning is representedin relationship to the entire discourse or text) andstrategic competence (coping strategies thatcommunicators employ to repair, redirect, etc.communication)

Their extension of the Hymesian model ofcommunicative competence was inturn elaboratedin some complexity by Bachman, whose model, inturn, was extended by Celce-Murcia, Dornyei, andThurrell.


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Language is a system of the expression ofmeaning

The primary function of language is to allow

interaction and communication The structure of language reflects its

functional and communicative uses

The primary units of language are notmerely its grammatical and structuralfeatures, but categories of functional andcommunicative meaning as exemplified indiscourse.


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Fluency Activities Accuracy Activities

reflect natural use of language

focus on achieving

communicationrequire meaningful use oflanguage

require the use ofcommunication strategies

Produce language that maynot be predictable

Seek to link language use tocontext

reflect classroom use of

language

Do not require meaningfulCommunication

focus on correct formation ofexamples of language

Choice of language iscontrolled

practice language out ofcontext


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There should be balance betweenfluency and accuracy activities

Accuracy activities should supportfluency activities


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FLUENCY ACTIVITY:

A group of students of mixed language

ability carry out a role play in which theyhave to adopt specified roles andpersonalities provided for them on cuecards. These roles involve the drivers,witnesses, and the police at a collisionbetween two cars. The language is entirelyimprovised by the students, though they areheavily constrained by the specifiedsituation and characters.


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ACCURACY ACTIVITY

Students in groups of three or four completean exercise on a grammatical item, such aschoosingbetween the past tense and the

present perfect, an item which the teacherhas previously presented and practiced asa whole class activity. Together studentsdecide which grammatical form is correct

and they complete the exercise. Groupstake turns reading out their answers.


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This refers to the fact that in real

communication people normallycommunicate in order to get information

they do not possess.


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Students practice a role-play in pairs.One student is given the informationshe/he needs to play the part of a clerk

in the railway station information boothand has information on train departures,prices etc. The other needs to obtaininformation on departure times, pricesetc. They role play the interactionwithout looking at each others cuecards.


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based on the information-gap principle

the class is divided into groups and eachgroup has part of the information

needed to complete an activity. the class must fit the pieces together to

complete the whole.

they must use their language resourcesto communicate meaningfully and sotake part in meaningful communicationpractice.


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The teacher takes a narrative and divides it

into twenty sections (or as many sections as

there are students in the class). Each

student gets one section of the story.Students must then move around the class,

and by listening to each section read

aloud, decide where in the story their

section belongs. Eventually the studentshave to put the entire story together in the

correct sequence.


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puzzles, games, map-reading and other

kinds of classroom tasks in which thefocus was on using ones languageresources to complete a task.


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student conducted surveys, interviews

and searches in which students wererequired to use their linguistic resourcesto collect information.


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activities where students compare

values, opinions, beliefs, such as aranking task in which students list sixqualities in order of importance whichthey might consider in choosing a date

or spouse.


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these require learners to take informationthat is presented in one form, andrepresent it in a different form.

example: they may read instructions onhow to get from A to B, and then draw amap showing the sequence, or they may

read information about a subject andthen represent it as a graph.


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these involve deriving some newinformation from given informationthrough the process of inference,practical reasoning etc.

example:working out a teacherstimetable on the basis of given class

timetables.


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activities in which students are assigned

roles and improvise a scene orexchange based on given information orclues.


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Learners will obtain several benefits:

they can learn from hearing thelanguage used by other members of thegroup

they will produce a greater amount oflanguage than they would use inteacher-fronted activities


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their motivational level is likely toincrease

they will have the chance to developfluency


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Promote communicative Languageuse


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Practitioners of CLT view materials as a

way of influencing the quality ofclassroom interaction and language use.


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Text-based materials

Tasked-based materials

Realia


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Textbooks designed to direct andsupport CLT

Texts from Syllabuses

A typical lesson consists of:

Theme (e.g. relaying information)

Task analysis for thematic development

(e.g., understanding the message, askingquestions to obtain clarification, takingnotes, etc.)


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A practice situation description(e.g., a caller

asks to see your manager. He does not have anappointment. Gather the necessary informationfrom him and relay the massage to yourmanager.

A stimulus presentation (e.g., in the precedingcase, the beginning of an office conversationscripted and on tape)

Comprehension questions (e.g., Why is the callerin the office?

Paraphrase Exercises


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Exercise handbooks

Cue cards

Activity cards Pair-communication practice materials

Some provide drills and practice

materials in interactional formats


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Based from the belief that languageclassroom is intended as a preparationfor survival in the real world

Use of authentic, from life materialsin the classroom

LANGUAGE BASED REALIA: signs, magazines,advertisements, newspapers

GRAPHIC & VISUAL SOURCES: maps, pictures,symbols, charts, graphs


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Since the 1990s the communicativeapproach has been widely

implemented. Communicative language teaching has

continued to evolve as our

understanding of the processes ofsecond language learning hasdeveloped.


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1. Second language learning is

facilitated when learners areengaged in interaction and

meaningful communication


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2. Effective classroom learning tasksand exercises provide

opportunities for students to

negotiate meaning, expand theirlanguage resources, notice how

language is used, and take part

in meaningful intrapersonalexchange


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3. Meaningful communicationresults from students

processing content that isrelevant, purposeful,

interesting and engaging


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4. Communication is aholistic process that often

calls upon the use ofseveral language skills or

modalities


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5. Language learning is facilitatedboth by activities that involve

inductive or discovery learning of

underlying rules of language useand organization, as well as bythose involving language analysis

and reflection


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6. Language learning is a gradual

process that involves creative use

of language and trial and error.Although errors are a normal

product of learning the ultimate

goal of learning is to be able to

use the new language bothaccurately and fluently


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7. Learners develop their ownroutes to language learning,

progress at different rates, and

have different needs and

motivations for language

learning


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8. Successful language learning

involves the use of effective

learning and communicationstrategies


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9. The role of the teacher in the

language classroom is that of afacilitator, who creates a

classroom climate conducive to

language learning and providesopportunities for students to use

and practice the language and

to reflect on language use andlanguage learning


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10. The classroom is acommunity where learners

learn through collaborationand sharing


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Process-based methodologies

Content-Based Instruction (CBI)

Task-Based Instruction (TBI).

Product-based methodologies

Text-Based Instruction

Competency-Based Instruction

23607752 Communicative Language Teaching

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