CNFI, Rabat Module: Didactics ELT Approaches and Methods: Communicative Language Teaching

CFI, RabatModule: Didactics

ELT Approaches and Methods: Communicative Language Teaching

Trainee: M. Bedraoui Trainer: Dr.M. Akkouch1

Objectives2

To understand the historical factors that triggered the emergence of Communicative Language Teaching.

To identify the principles and assumptions underlying CLT.

To select the methodological practices compatible with CLT.

To distinguish between different versions of CLT.

OutlineA Historical BackgroundThe Rise of Cognitive Linguistics, Pragmatics and SociolinguisticsThe Establishment of the European Common MarketCommunicative Language Teaching: Theoretical AssumptionsAssumptions about LanguageAssumptions about LearningCLT: MethodologiesSyllabusesActivitiesInstructional materialsLearner and teacher rolesAssessmentCLT: Different Versions Process- oriented methodsContent-based instruction Task-based instructionProduct-oriented methods Text-based instruction Competency-based instruction

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An Attempt to define CLT4

Task One5

A- A Historical Background

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A- A Historical BackgroundRichards (2006) classifies trends in language teaching into three main phases:

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1- The Rise of Cognitive Linguistics

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The Cognitive View of Language Acquisition9

Any Implications for Second Language Acquisition?10

If humans have an innate mechanism to learn language, does the same theory should apply for second language learning?What does a second language learner need in addition to the linguistic input to activate his/her LAD?

Developments in Pragmatics 11

Develpoments in Sociolinguistics12

2- The Establishment of the European Common Market 13

3- The First CLT Syllabus14

B- Communicative Language Teaching: Theoretical Assumptions

1- Assumptions about language15

Criticism of Chomskys linguistic theory16In an influential article, Dell Hymes (1971: 62) revises Chomskys linguistic theory model:

It remains that the present vision of generative grammar extends only a little way into the realm of the use of language. To grasp the intuitions and data pertinent to underlying competence for use requires a sociocultural standpoint. To develop that standpoint adequately, one must transcend the formulation of the dichotomy competence:performance and the associated formulation of the judgments and abilities of the users of a language as well.Chomskys model is inadequate.

It does not account for the sociocultural dimensions of language use.

Chomskys dichotomy leaves out the communicative intuitions of a language user.

1- An Alternative Model: Communicative Competence 17 Dell Hymes (1971: 62) proposes an alternative model:

We have then to account for the fact that a natural child acquire knowledge of sentences, not only as grammatical, but also as appropriate. He or she acquires competence as to who to speak, when not, and as what to talk about with whom, where and in what manner. In short, a child becomes able to accomplish a repertoire of speech acts, to take part in speech events, and to evaluate their accomplishment by others.

Communicative Competence18Hymes (1971: ) further explains:

The acquisition of such a competency is of course fed by social experience, needs, and motives, and issues in action that is itself a renewed source of motives, needs, and experience.

1- Assumptions about Language Halliday further elaborates Hymes concept of communicative competence and breaks it down into seven basic functions:19

1- Assumptions about Language Canale and Swain (1980) identified four dimensions of communicative competence:20

Communicative CompetenceGrammatical Sociolinguistic DiscursiveStrategic

Grammatical competence is concerned with the mastery of the linguistic code which includes vocabulary knowledge as well as knowledge of morphological, syntactic, semantic, phonetic and orthographic rules. This competence enables the speaker to use knowledge and skills needed for understanding and expressing the literal meaning.

(Bagaric: 2007, 97)

Communicative CompetenceGrammatical Sociolinguistic DiscursiveStrategic

Sociolinguistic competence is the knowledge of rules and conventions which underlie the appropriate comprehension and language use in different sociolinguistic and sociocultural context.

(Bagaric: 2007, 97)

Communicative Competence: Grammatical Sociolinguistic DiscursiveStrategic

Discursive competence is the mastery of rule which determine ways in which forms and meaning are combined to achieve a meaningful unity of spoken or written text. The unity of a text is enabled by cohesion in form and coherence in meaning.

(Bagaric: 2007, 97)

Communicative Competence: Grammatical Sociolinguistic DiscursiveStrategic

Strategic competence is composed of verbal and non-verbal strategies that are recalled to make up for breakdowns in communication due to insufficient competence in one or more components of communicative competence.These strategies include paraphrase, circumlocution, repetition, reluctance, avoidance of words, structures or themes, guessing, changes of register and style, modifications of messages, etc.(Bagaric: 2007, 97)

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Assumptions about Learning

2- Assumptions about LearningJohnson and Littlewood (1984) developed a learning theory which they considered as compatible with CLT tenets.They called it a skill- learning model.26

2- Assumptions about LearningA Skill- learning model27

2- Assumptions about Learning28Richards (2006: 23) proposed what he called ten core assumptions underlying the different practices of CLTInteraction and meaningful communication activate learning. Meaningful communication results from students processing content that is relevant, purposeful, interesting, and engaging. Communication is a holistic process that often calls upon the use of several language skills or modalities.Communicative tasks provide opportunities for students to use the language.Language learning is facilitated both by activities that involve inductive or discovery learning of underlying rules of language use and organization, as well as by those involving language analysis and reflection.

2- Assumptions about Learning296. Language learning is a gradual process that involves creative use of language, and trial and error. 7. Learners develop their own routes to language learning, progress at different rates, and have different needs and motivations for language learning.8.Successful language learning involves the use of effective learning and communication strategies.9. The role of the teacher in the language classroom is that of a facilitator, who creates a classroom climate conducive to language learning and provides opportunities for students to practise the language.10. The classroom is a community where learners learn through collaboration and sharing.

Task 230Identify the assumptions and principles underlying the steps in the lesson sketched in the handout.

C- CLT: Methodologies

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1- SyllabusesDiscussions about the nature of syllabus have been central to CLT applications. A number of considerations are taken into account when designing a communication-based syllabus.32

1- Some CLT Syllabuses33

Microskills of listening: recognize keywords, recognize the topic, the attude and mood of speakers- follow speech at different rates of speed, identify key information33

2- ActivitiesNew classifications of activities have been developed with the advent of CLT.

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Another classification by littlewood,: structural activities, quasi communicative, comunicative (functional and social interaction A

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2- Activity TypesThe range of activities, tasks and exercises compatible with CLT is unlimited.Any activity that can engage learners in communication and require the use of such communicative processes as information sharing, negotiation of meaning and interaction can be incorporated into the CLT repertoire.Littlewood (1981) distinguishes between: Functional communication activities social interaction activities35

2- Activity Tyes36

3- Activity Types37

Task 338

Match the descriptions of the activities with their appropriate headings.

3. Instructional Materials39

3. Instructional MaterialsAuthentic texts (either written or spoken) are those which are designed for native speakers: they are real texts designed not for language students, but for the speakers of the language in question. (Harmer:1983, 146)40

4. Learner and Teacher Roles

Learner Role InteractorCollaborator DiscovererSelf-assessor Problem-solverQuestioner

Teacher Role FacilitatorNeeds analyst CounselorProvider of inputPrompterReflectorLearner

Role refers to the part that learners and teachers are expected are expected to play in the learning tasks as well as the social and interpersonal relationships between the participants. (Nunan: 1986, 79)41

5. Assessment42

D. Communicative Language Teaching: Different Versions43

CLT: A Paradigm Shift CLT has gained credibility and flourished as an effective foreign language approach across different world educational programs.

Jacobs and Farrell (2003: 1) called this wholesale development a paradigm shift in second language education.44

CLT: A Paradigm Shift45

CLT: Different modelsA number of different second language teaching have emerged, reflecting different responses to the issues identified as central to CLT approach.46

Task 447In expert groups of three, discuss the CLT model you are assigned. (5 min.)Move to discussion groups and share what you learn with the other members. (10 min)Move back to the expert groups to compare the information you got about other models with the other members of the group.

ReferencesJacobs, G. M., & Farrell, T. S. C. (January 01, 2003). Understanding and Implementing the CLT (Communicative Language Teaching) Paradigm.Relc

Larsen-Freeman, D. (1986).Techniques and principles in language teaching. New York, N.Y., USA: Oxford University Press.Nunan, D. (1989).Designing tasks for the communicative classroom. Cambridge [England: Cambridge University Press.Nunan, D. (July 01, 1991). Communicative Tasks and the Language Curriculum.Tesol Quarterly,25,2, 279-295.Nunan, D., & Nunan, D. (2004).Task-based language teaching. Cambridge, UK: Cambridge University Press. Richards, J. C., & Rodgers, T. S. (1986).Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.Richards, J. C. (2006).Communicative language teaching today. New York: Cambridge University Press.

http://140.125.168.174/0502/1ComLangTeach.pdfhttp://www3.telus.net/linguisticsissues/syllabi

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49Communication-based activities enhance learningTasks involve the learners in the input and activate their output.Meaningful language and situations support the learners processing of the linguistic content and build up their communicative competence.

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