Communicative Language Teaching

- CLT -

Brittney Almonte EDU 390

“CLT emphasizes the ability to

communicate the meaning of the message, instead of concentrating

on grammatical perfection.- Alex Taylor

Principles of CLT

CLT does not constitute a method initself, rather it is a set of principlesframing an overarching approach tolanguage teaching which may becarried out according to a variety ofdifferent methods. These principalsare summarized by Berns (1990) andretrieved from Servet ÇELİK (2014).

Communication

Language is seen as a social tool that speakers use to make meaning; speakers communicate something to someone for some purpose, either orally or in writing.

1

Diversity

Diversity is recognized and accepted as part of language development and use in second

language learners and users.

2

Competence

A learner’s competence is considered in relative, not absolute terms.

3

Varity

More than one variety of a language is recognized as a viable model for learning

and teaching.

4

Culture

Culture is recognized as instrumental in shaping speakers’ communicative competence, in both their first and

subsequent language.

5

Different Methodologies

No single methodology of fixed set of techniques is prescribed.

6

Recognition

Language use is recognized as serving ideational, interpersonal and textual

functions and is related to the learners’ competence in each.

7

Engagement

By using language for a variety of purposes in all phases of learning, learners will be engaged in doing things with language.

8

Origin of ClT

CLT was able to take form thanks to noted linguists, social theorist Noam

Chomsky and scholars such as Hymes, Habermas, and Savignon who

criticized traditional views on language learning.

CLT began in Britain during the late 1960s

as a replacement to an earlier structural

method, Situational Language Teaching. Such approach gave

priority to grammatical competence.

In NorthAmerica CLT

replaced Audiolingualism

British linguists contributed to the

formation of the CLT Approach which aims to

make communicative competence the goal of

language teaching.

Grammar Translation

AudiolingualMethod CLT

Grammar Rules Central feature Not explained Explained whennecessary

Meaningful Communication Not important Limited Central feature

Pronunciation Not considered Native like pronunciation

Comprehensible pronunciation

Use of Translation Central feature Forbidden Used when

necessary

Sequence of Lessons

Follows linguistic

complexity

Follows linguistic

complexity

Follows learner’s needs

Teacher-Student Roles

Teacher centered

Teacher centered

Teacher facilitates

interaction

Attitude to Errors

Accuracy emphasized

Accuracy emphasized

Errors part of learning process

Balance of Language Skills

Reading & writing

emphasized

Listening & speaking

emphasized

Skills taught according to

learner’s needs

How does CLTDiffer fromTraditional Methods?

According to Canale (1983) and retrieved from Rahman (2010), communicative competence is identified in these 4 dimensions:

Gramatical Competenceproducing a structured comprehensible utterance (including grammar, vocabulary, pronunciation and spelling).

Sociocultural Competenceusing socially-determined cultural codes in meaningful ways, often termed 'appropriacy' (e.g. formal or informal ways of greeting).

Discourse Competenceshaping language and communicating purposefully in different genres (text types), using cohesion (structural linking) and coherence (meaningful relationships in language).

Strategic Competenceenhancing the effectiveness of communication (e.g. deliberate speech), and compensating for breakdowns in communication (e.g. comprehension checks, paraphrase, conversation fillers).

CLT in the Classroom

◎ What should I keep in mind when planning a CLT activity?

◎ What activities can I use in the classroom?

◎ What is my role in theclassroom and what is the role of my students?

According to Trinity College (n.d) these factors should be remembered when planning a CLT activity:

InteractionInteraction is key; therefore, ensure that students interact meaningfully through pair work and group work activities.

CommunicationThere must be a reason for the students to be communicating. For example, one student has some information that another student wants.

SuccessSuccess in a task is more important than accurracy. In this way the students will be kept motivated.

MotivationMotivate your students by encouraging them to talk about themselve, and to express their thoughts and opinions.

ErrorsIt is useful to raise some of the language issues that occurred during the activity, but instead of correcting them yourself, get the class to correct them.

ExercisesUse exercises such role-playing, interviewing, creating stories togetheror any of the activities that will be found in the following slides.

5 CLT Activities that give Students the Gift of GabThis website provides 5 outspoken activities that are sure to get your students talking. Press the photo to access this site.

Place your screenshot here

Communicative ActitiesThis websites provides communicative task templates that are goal-directed,

extended, structured, and controlled. Press the photo to access this site.

Language Activities for a Communicative ClassroomThis document provides 16 activities with clear

objectives and instructions. Press the photo to access this page.

Place your screenshot here

Role of the Teacher

◎ A facilitator ◎ An advisor ◎ A co-communicator

Role of the Student

◎ Negotiator◎ Communicator ◎ Contributor ◎ Independent Learner

Points ofCriticism

◎ No emphases on formal structure

◎ Minimal attention to thecorrection of errors

◎ Prioritizes meaning and rules of use rather than grammar and rules of structure

◎ May be difficult to implement in the classroom due to lack of resources

◎ Challenging to implement in classrooms with students at different skill levels

What does the research say?Information retrieved from Çelik (2010)

Chang (2011): in a comparative study of Chinese EFL students, it was found that learners taught according to the standard grammar-translation method performed better in an assessment of grammar skills than an experimental group taught via CLT.

Guo and Chang (2005): in an experimental study carried out with 5th grade EFL students, learners in a CLT course outperformed those taught via a form-based approach in an evaluation of their communicative competence.

Spada (1997): in a review of classroom and laboratory research on CLT instruction, it was concluded that integrating form-focused instruction and communicative exercises, rather than relying on CLT alone, tends to have a positive effect on learner outcomes.

Ma (2009): an experimental study conducted with non-English major Chinese EFL students demonstrated that learners taught through CLT scored significantly higher on listening comprehension tests than peers who were taught via a traditional, grammar-based method.

What does the research say?Information retrieved from Çelik (2010)

Genesee (1987): 0bservation of students in a French language immersion program revealed that communicative language teaching allowed learners to develop near-native proficiency in comprehension.

Spangler (2009): in a comparative study with students of Spanish as a foreign language, it was demonstrated that learners taught according to a CLT approach underperformed with respect to oral fluency in relation to their peers who received instruction through a TPRS (teaching Proficiency through reading and Storytelling) approach.

Harley and Swain (1984): students in a French language immersion program who were taught via a communicative approach that emphasized meaning over form did not develop accuracy in skills-based tasks to the same extent as peers who received instruction in form and function in addition to communicative skills.

Thuy (2009): a comparative study of Vietnamese EFL students revealed that CLT-based instruction resulted in significantly greater oral fluency than conventional, grammar-oriented language teaching

Conclusion

CLT is an approach that standsagainst all traditional approachesby encouraging students to learna language by communicatinginstead of focusing on grammarand structure. This approach canbe effective in any classroomdepending what it is you, as ateacher, wish to develop in yourstudents.

Thank You!

Any questions?You can find me at balmontec85@sagrado.edu

Çelik, S. (n.d.). Communicative Language Teaching. Retrieved from: www.researchgate.net/publication/262913475_Communicative_Language_Teaching

Creative Commons. (2010). Communicative Activities. Retrieved from: coerll.utexas.edu/methods/modules/speaking/06/

Fluent Flix. (2017). 5 Communicative Language Teaching Activities That Give Students the Gift of Gab. Retrieved from: www.fluentu.com/educator/blog/communicative-language-teaching-activities/

Plaza, E. (2012). Communicative Language Teaching. Retrieved from: www.slideshare.net/eplaza09/communicative-language-teaching-16308036

Rahman, A. (2010). Communicative Language Teachcing (CLT). Retrieved from: www.educationbridge-id.com/news-a-article/72-communicative-language-teaching-clt.pdf

Richards, J. (2015). Communicativa Language Teaching Today. Retrieved from: www.researchgate.net/profile/Jack_Richards4/publication/242720833_Communicative_Language_Teaching_Today/links/5580c02808aea3d7096e4ddb.pdf

Trinity College. (n.d.). Language Activities for a Communicative Classroom. Retrieved from: 49.50.70.100/web_material/ASL/2013/23.%20Teaching%20Activities%20for%20the%20Communicative%20Classroom.pdf

Taylor, A. (n.d.). Communicative Language Teaching. Retrieved from: blog.tjtaylor.net/method-communicative/

References