communicative approach
DESCRIPTION
TRANSCRIPT
COMMUNICATIVE APPROACH
Communicative Language Teaching
COMMUNICATIVE APPROACH
Bruno Caballero and Camila Muñoz
• Deals with the way of teaching a second or a foreign language
• Emphasizes the interaction as both means and ultimate goals of learning a language
DEFINITION
• Learners become involved in real communication
• Ss motivation to learn comes from the desire to communicate
• CTL makes use of real-life situations
• Teaching practice that helps Ss to develop communicative competence
HISTORICAL CONTEXT
1970s and early1980s
• Rose to prominence as a result of many disparate developments in Europe
• Increasing demand for language learning
• Its origins are many, insofar as one teaching methodology tends to influence the next
• influenced by works by the Council of Europe
• Based on the theories of British functional linguists such as: Firth, Halliday
and the American sociolinguistics Hymes, Gumperz and Lavob
HISTORICAL CONTEXT
Notional: time, location, frequency, and quantity.
Functional: offers, complaints, denials, and requests
• David Wilkins (1972) proposed a functional and notional communicative definition of language that served as a basis for developing communicative language teaching.
WILKINS’ CONTRIBUTION
• An ideal speaker-listener, who knows its language perfectly, is not affected by grammatically irrelevant conditions
• A concrete language performance has an implicit knowledge which means communicative competence
• Students need to know how language is used by members of a speech community to accomplish their purposes
CHOMSKY’S CONTRIBUTION
TEACHER AND STUDENTS’ ROLE
• Facilitates the communication in the classroom
• Acts as adviser – guide or monitor
• Sets up exercises and activities
• Evaluations
TEACHER’S ROLE
• Students are communicators
• they are actively engaged in trying to make themselves understood and in understanding others
• Errors are seen as a natural outcome of the development of communicative skills
STUDENTS’ ROLE
• CLT is not only focused on the traditional structural syllabus, but also it takes into consideration communicative context
• CLT provides vitality and motivation within the classroom
• CLT is a learner-centered approach. It is based on learners’ needs and interests
MERITS OF CLT
CLASSROOM ACTIVITIES
• Skills
• Techniques
• FunctionalActivities
• Social activities
• Role-play• Interviews• information gap• Games• Language
exchanges• Surveys• Pair-work• Group work• Learning
by teaching
ABILITIES EMPHASIZED
• CA Increases the teacher-student relationship. It is an interactive relationship
• CA Provides the opportunity for students to be aware of their abilities and exhibit them
• Ss in this approach can learn the target language in an enjoyable way
• Students will be more motivated by learning to communicate
• Students will learn to communicate effectively
CONTRIBUTIONS OF CLT
SYSTEMS OF LG EMPHASIZED• Lexis • Grammar • Phonology • Situational and
Functional
This will help you to understand when is
proper to use an expression and what
expressions are commonly used in certain situations
COMMUNICATIVE APPROACH