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CLT Answer

Communicative Language Teaching (CLT) focuses on developing students' communicative competence rather than just linguistic competence. Some key aspects of CLT include emphasizing authentic language use in real contexts, using the target language as a means of classroom communication, and tolerating errors as students develop their communication skills. The teacher acts as a facilitator for communicative activities and aims to enable students to communicate in the target language.

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48 views

CLT Answer

Communicative Language Teaching (CLT) focuses on developing students' communicative competence rather than just linguistic competence. Some key aspects of CLT include emphasizing authentic language use in real contexts, using the target language as a means of classroom communication, and tolerating errors as students develop their communication skills. The teacher acts as a facilitator for communicative activities and aims to enable students to communicate in the target language.

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Phong Nguyễn Nhật
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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COMMUNICATIVE LANGUAGE

TEACHING (CLT)
1. Being able to communicate required more than linguistic competence; it
required communicative competence.

2. Linguistic competence : the knowledge of forms and meanings of a


language

3. Communicative competence: the ability to use the knowledge of a


language (Linguistic competence) appropriately (knowing when to say
what to whom and how).

4. Such observations contributed to a shift in the field in the late 1970s and
early 1980s from a linguistic structure-centered approach to a
Communicative Approach.

5. 'Authentic language'— language as it is used in a real context—should


be introduced.

6. The target language is a vehicle for classroom communication, not just


the object of study.

7. The emphasis is on the process of communication rather than just


mastery of language forms.

8. Students should work with language at the discourse or


suprasentential level.

9. Errors are tolerated and seen as a natural outcome of the development


of communication skills.

10. One of the teacher's major responsibilities is to establish situations


likely to promote communication.
11. Communicative interaction encourages cooperative relationships
among students. It gives students an opportunity to work on negotiating
meaning.

12. The social context of the communicative event is essential in


giving meaning to the utterances.

13. Learning to use language forms appropriately is an important part


of communicative competence.

14. The teacher acts as a facilitator in setting up communicative


activities and as an advisor during the activities.

15. The grammar and vocabulary that the students learn follow from the
function, situational context, and the roles of the interlocutors.

16. Students should be given opportunities to listen to language as it is


used in authentic communication.

17. The goal of CLT is to enable students to communicate in the


target language. To do this students need knowledge of the linguistic
forms, meanings, and functions.

18. The teacher might make note of students’ errors to be worked on at


a later time during more accuracy-based activities.

19. Activities that are truly communicative, according to Morrow, have


three features in common: information gap, choice, and feedback.

20. One of the basic assumptions of CLT is that by learning to


communicate students will be more motivated to study a foreign
language.

21. Student security is enhanced by the many opportunities for


cooperative interactions with their fellow students and the teacher.
22. Judicious use of the students' native language is permitted in CLT.

23. For more formal evaluation, a teacher is likely to use an


integrative test which has a real communicative function.

24. Picture strip story is an example of using a problem-solving task


as a communicative technique.

25. The syllabus is known as a structural or grammatical syllabus


and can be represented by a list of language forms in a certain order.

26. A functional-notional syllabus is also an arrangement of 'pieces'


of language, but these pieces are not language forms: they are functions
and notions.

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