Communicative language teaching

plan Introduction Historical background Theory of language Characteristics of the communicative view of language Theory of learning Objectives The syllabus The activities Teacher/students’ roles The instructional materials Conclusion: advantages/ disadvantages

Introduction

Clt marks the beginning of a major paradigm shift within lge teaching in the 20TH C.

Clt principles have been widely accepted around the world

Its philosophy implemented in different teaching practices

The historical background

Criticism levelled at ALM Chomsky’s criticism of structural

linguistics

«… current standard structural theories of lge were incapable of accounting for the basic characteristic of lge : the creativity and uniqueness of sentences .»

British applied linguists emphasize new dimensions : the functional and communicative

dimensions of lge: they saw the need to focus in lge teaching on communicative proficiency rather than structures especially with the interdependence of European countries (the European common Market and the Council of Europe )

Proposed a functional and communicative definition of lge to develop communicative syllabuses for lge teaching

Attempted to demonstrate the systems of meaning behind the communicative uses of lge

So he described two types of meaning : Notional categories ( concepts as time, quantity,

frequency …) Categories of communication function (requests , offers,

denials …) His sementic communicative analysis was incooperated

by the Council of Europe in a set of specifications that influenced the design of communication lge programs and textbooks in Europe

Wilkins (1972)

Is it an approach or method ?Is it an approach or method ?

American and British proponents see clt as an approach not a method that aims to:

Make communicative competence the goal of lge teaching

Develop procedures to teach the 4 skills of lge that acknowledge the interdependence of lge and communication

So clt is about using English to learn it = communication is a mean to an end

Clt theory of lge

Clt starts from a theory of lge that views lge as communication

The goal of LT is to develop communicative competence

Communicative competence is defined in terms of the expressions, interpretations and negotiation of meaning

Hymes(1972)

His theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community

So a person who acquires communicative competence acquires both knowledge and ability for lge use with respect to whether sth is :

Formally possible Feasible in virtue of the means of implementation

available Appropriate in relation to a context In fact done and what its doing entails

Halliday(1975) Claims that lge use has many functions:o The instrumental F: using lge to get things o The regulatory F: using lge to control the behavior of

others o The interactional F: using lge to create interaction with

others o The personal F: using lge to express personal feelings &

meanings o The heuristic F: using lge to learn & discovero The imaginative F: using lge to create a world of the

imagination o The representational F: using lge to communicate

information Therefore , learning a second lge is acquiring the

linguistic means to perform these functions

widdowson

Presented a view of the relationship between linguistic systems & their communicative values in text & discourse

He focused on the communicative acts that is the ability to use lge for different purposes

Swain(1980) Says that communicative competence has four

dimensions: Grammatical c : refers to what Chomsky calls linguistic

competence and what Hymes means by what is formally possible.

Sociolinguistic c: refers to an understanding of the social context in which communication takes place

Discourse c: refers to the interpretation of message elements and how meaning is represented in relationship to the entire discourse or text

Strategic c: refers to the strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication

Characteristics of the communicative view of lge

Lge is used to express meaning The primary function of lge is to allow

interaction & communication The structure of lge reflects its functional and

communicative uses The primary units of lge are not only its

grammatical and structural features but also categories of functional and communicative meaning(discourse)

Theory of learning

Although little has been written about learning theory ; it is possible to discern some elements of theory in some clt practices:

A. The communication principle: activities that involve real communication

B. The task principle: activities in which lge is used for carrying out meaningful tasks

C. The meaningful principle: lge that is meaningful to the learner supports the learning process

These principles descibe the conditions under which SLL is promoted

Design Objectives - Piepho(1981) sets CLT objectives in terms of the

following levels:• Integrative and content level ( lge as a means of

expression )• Linguistic and instructional level ( lge as an

object of learning )• Effective level of interpersonal relationships

and conduct ( lge as a means of expressing values and judgments about oneself and others)

• Level of individual learning needs ( responds to learners’ needs )

• General educational level of extralinguistic goals (lge learning within the school curriculum )

The syllabusThe syllabus

It includes a description of the objectives of foreign It includes a description of the objectives of foreign lanuage courses such as: the situations in which the lanuage courses such as: the situations in which the learners might typically need to use a foreign language learners might typically need to use a foreign language (e.g., travel, business), the topics they might need to talk (e.g., travel, business), the topics they might need to talk about (e.g., personal identification, education, shopping), about (e.g., personal identification, education, shopping), the functions they needed language for (e.g., describing the functions they needed language for (e.g., describing something, requesting information, expressing something, requesting information, expressing agreement and disagreement), the notions made use of agreement and disagreement), the notions made use of in communication (e.g., time, frequency, duration), as in communication (e.g., time, frequency, duration), as well as the vocabulary and grammar needed.well as the vocabulary and grammar needed.

ActivitiesActivities

A variety of games, role plays, simulations, A variety of games, role plays, simulations, and task-based communication activities and task-based communication activities have been prepared to support have been prepared to support Communicative Language Teaching classes.Communicative Language Teaching classes.

Students’ roles Students’ roles

The emphasis in Communicative Language The emphasis in Communicative Language Teaching on the processes of Teaching on the processes of communication, rather than mastery of communication, rather than mastery of language.language.

Teacher’s rolesTeacher’s roles

Several roles are assumed for teachers in Several roles are assumed for teachers in Communicative Language Teaching:Communicative Language Teaching:

The first role is to facilitate the communication The first role is to facilitate the communication process between all the participants in the process between all the participants in the classroom.classroom.

The teacher is a needs analyst:The teacher is a needs analyst:

The CLT teacher assumes a responsibility for The CLT teacher assumes a responsibility for determining and responding to learner language determining and responding to learner language needs.needs.

The instructional materialsThe instructional materials

Text-based materials:Text-based materials:

There are numerous textbooks designed to There are numerous textbooks designed to direct and support Communicative Language direct and support Communicative Language Teaching.Teaching.

RealiaRealia

The use of "authentic," "from-life" materials The use of "authentic," "from-life" materials in the classroom such as:in the classroom such as:

magazines, advertisements, and magazines, advertisements, and newspapers, or graphic and visual newspapers, or graphic and visual sources(maps,pictures,symboles,charts...)sources(maps,pictures,symboles,charts...)

Conclusion

The advantagesThe advantages

The most obvious advantage in The most obvious advantage in Communicative Language Teaching is that of Communicative Language Teaching is that of the increase of fluency in the L2.the increase of fluency in the L2.

CLT enables the teacher to observe individual learning through various tasks.

Disadvantages

A big disadvantage might be that it is difficult A big disadvantage might be that it is difficult for the teacher alone to check the language for the teacher alone to check the language use of every student, especially in a big use of every student, especially in a big class.class.

CLT focuses on fluency not accuracy.CLT focuses on fluency not accuracy.