PowerPoint Presentation

Communicative Language Teaching(CLT)

Peresented by:

Imaneh AminiFariba Ebrahimi

Professor:Dr. Salehi

Content:View point of Jack RichardDefinitionNotional/Functional Dimension of languagePrinciplesRoles of the pariticipants Characteristics of the teaching/learning processInteractionStudents feeling

9. Viewing the language10. Emphasized language skills11. Student native language12. Teachers response to errors13. Evaluation14. Activities15.Advantages/Disadvantages16. Conclusion

Theory of Jack C. Richard

The communicative Approach emerged in the early 1970s as a result of the work of the Council of Europe experts. However, it can be traced to the work of Chomsky in the 1960s, when he advanced the two notions of 'competence' and 'performance' as a reaction against the prevalent audio-lingual method and its view.

DefinitionCommunicative language teaching(CLT)which is an approach to the teaching of second and foreign languages,emphasizes interaction as both the means and ultimate goal of learning a language.

Notional/Functional Dimension of language

Notional/Functional Syllabus

Focus is on the communicative purpose and the conceptual meaning of language.

Calls for needs analysis to establish objectives

Functions such as inviting, requsting, agreeing, apologizing are taught.

Notions such as age, color, size, comparison, time, etc.

Principles

Goals of teachers who use Communicative Language Teaching (CLT):The goal is to enable students to communicate in the target language. To do this students need knowledge of the linguistic forms, meanings, and functions. They need to know that many different forms can be used to perform a function and also that a single form call often serve a variety of functions.

Role of the participants

The teacher facilitates the communication in the classroom, and he also acts like an adviser and a guide. Students are communicators. They are actively engaged in trying to make themselves understood and in understanding others.

Characteristics of the teaching/learning process

Students use the language through communicative activities such as games, plays, and problem solving tasks.

Using of authentic material is considered desirable to give students an opprtunity to develop strategies for undertanding language as it is actually used.

Activities in CLT are often carries out by students in small groups.

Interaction

The teacher may present some part of the lesson, such as when working with linguistic accuracy. At other times, he is the facilitator of the activities, but he does not always himself interact with the students. Students interact a great deal with one another. They do this in various configurations: pairs, triads, small groups, and whole group.

Students feelings

Students are given an opportunity to express their individuality by having them share their ideas and opinions on a regular basis.

Viewing the language

Language is for communication. Linguistic competence, the knowledge of forms and their meanings, is just one part of communicative competence. So, learners need knowledge of forms and meanings and functions.

Emphasized language skills

Language functionTypically,although not always,a function syllabus is used.A variety of forms are introduced for each function.

Oral communication is seen to take place through negotiation between speaker and listener.

Students native language

Students native language is permitted in CLT. However, whenever possible, the target language should be used not only during communicative activities, but also for explaining the activities to the students or in assigning homework.

Teachers response to errors

Errors of form are tolerated during fluency-based activities and are seen as a natural outcome of the development of communication skills.

Evaluation

A teacher evaluates not only the students accuracy,but also their fluency.He can informally evaluate his studentsperformance in his role as an adviser or co-communicator.

Activities

Authentic Material The students can transfer what they learn in the class and over come the typical problem by using authentic language materials.Scrambled sentences The students are given a passage(a text ) in which the sentences are in a scrambled order.Language Games Games are used frequently in CLT. The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice.Picture Strip Story Role Play Role plays are very important in CLT because they give students an opportunity to practice communicating in different social contexts and in different social roles.

Advantages/Disadvantages

AdvantagesThis technique increases the teacher student relationship. It is an intractive relationship.CLT provides the opprtunity for students to be aware of their abilities and exhibit them.The students in this way can learn the target language in an enjoyable way.DisadvantagesThe requirements are difficult.Not all classrooms can allow for group work activities and for teaching aids and materials.It is contraversial whether it can be used in every level of students.The teacher should prepare the syllabus by taking students interests and needs into account. However, the energy and time of the teacher are limited.

Chapter 8The Role of Materials in the Language

INTRODUCTIONThis article is divided into two sections:The first looks at attitudes to teaching materials, including textbooks, and explores two opposing views: Commercial prepared materials deskill teachers and rob them of their capacity to think professionally and respond to their students. They are also misleading in that the contrived language they contain has little to do with reality.

INTRODUCTION2.The role of teaching materials is potentially more positive.They can be a useful form of professional development for teachers, and foster autonomous learning strategies in students. The second part explores eight key assumptions about language and learning which should underpin materials.

PREPLANNED TEACHING MATERIALS HELPFUL SCAFFOLD OR DEBILITATING CRUTCH? Textbooks remain a contentious issue for many teachers and researchers. Attitudes to textbooks are complex.Negative views: Littlejohn claims that textbooks reduce the teachers role to one of managing or overseeing preplanned events. Another one claims that textbooks are for poor teachers, those without imaginations.

Criticism of published materialsMaking decisions which could be made by teachers and/or studentsFailure to present appropriate and realistic language modelsProposing subordinate learner rolesFailure to contextualized language activitiesfostering inadequate cultural understandingFailure to address discourse competence or teach idiomsLack of equality in gender representation

Role of textbooks in language classroomAllwright (1981) suggests two key positions:

1. The deficiency view2. The deference view

Some believe that textbooks should not be followed and should be used as a resource. This view is also problematic.

Role of textbooks in language classroomHutchinson and Torres (1994) see textbooks as a possible agent for change, if the following conditions are met:1.The textbook needs to become a vehicle for teacher and learner training2.The textbook must provide support and help with classroom management, thus freeing the teacher to cope with new content and procedures.

Role of textbooks in language classroom3.The textbook should provide the teacher with a clear picture of what the change will look like, and clear practical guidance on how to implement it in the classroom.4.If adopted by a school, a textbook can result in collegial support and shared responsibility for, and commitment to, the change.

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Role of textbooks in language classroomAnother function and role of textbooks is to be a structuring tool.Torres (1994) suggests that this is important because it allows for: 1.Negotiation2.Accountability3.Orientation

Effective Teaching Materials Language is functional and must be contextualized Language development requires learner engagement in purposeful use of language The language used should be realistic and authentic Classroom materials will usually seek to include an audio visual component In our modern, technologically complex world, second language learners need to develop the ability to deal with written as well as spoken genres Effective teaching materials foster learner autonomy Materials need to be flexible enough to cater to individual and contextual differences Learning needs to engage learners both affectively and cognitively

Conclusion

Thanks For Attention

Thanks For Attention46

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