What is CLT?
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Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
What is CLT?
- 1. What is CLT?Presented by: Ivan Aguilar
- 2. Communicative Language Teaching: Different DefinitionsCommunicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”.(Wikipedia)Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. (Center for Applied linguisitcs)This method aims at developing procedures for the teaching of the four skills that acknowledge the interdependence of language and communication. It aims at having students become communicatively competent.(Yemen Times) A set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage. In this approach, students are given tasks to accomplish using language, instead of studying the language.(ESL Glossary)
- 3. Basic Concepts (Components of a method according to Jack C Richards)METHODAPPROACHPROCEDUREDESIGN
- 4. Basic Concepts1.ApproachAn approach refers to theories about the nature of language and language learning that serve as the resources of practices and principles of language teaching.2.DesignThis specifies the relationship of theories of language and learning to the selection and organization of language content (syllabus), to the types of tasks and learning activities and the role of the learners, teachers and materials3.ProcedureComprises the classroom techniques and practices that are consequences of particular approaches and designs.
- 5. CLT: At the level of approach(Theory)The nature of languageThe nature of Learning a languageActivities that involve real communication promote learning.
- 6. Activities in which language is used for carrying out meaningful communication promote learning
- 7. Language that is meaningful to the learner supports the learning process.CLT: At the level of designThe Goal of language teaching: Communicative competenceKnowledge of the grammar, vocabulary, phonology , and semantics of the language
- 8. Knowledge of the relationship between the language and its nonlinguistic (social) context.
- 9. Knowledge of how to begin and end conversation (Discourse competence: cohesion and coherence)
- 10. Knowledge of strategies to compensate other weak areas.CLT: At the level of designTeacher’s roleThe teacher has to assume the role of a facilitator or monitor, rather then simply being the model for correct speech and the one with the primary responsibility of making students produce plenty of error-free sentences. The teacher has to develop a different view of students errors and his/her own role in facilitating language learning.Learner’s roleIn the CLT, learners have to participate in classroom activities that are based on a cooperative rather than in a individualistic approach to learning. Students have to become comfortable with listening to their peers in pair or group work tasks, rather than relying on the teachers for a model.
- 11. CLT: At the level of designThe SyllabusGrammar based
- 12. Skills based (Listening, Speaking, Writing, Reading)
- 13. Functions based (Greeting, Introducing, Telling stories)
- 14. Task based (Discover the differences, Solve the problems)What kind of syllabus does your course book have?In general most course books that advocate the CLT Approach create more eclectic syllabi in which they consider the different aspects of learning a language.
- 15. CLT: At the level of procedureTypes of activitiesAccuracy/Fluency
- 16. Mechanical meaningful and communicative practice
- 17. Information Gaps
- 19. Role plays
- 20. Opinion sharingCLT: At the level of procedureAccuracyReflect classroom use of language
- 21. Focus on the formation of correct examples of language
- 22. Practice language out of context
- 23. Practice small samples of language
- 24. Do not require meaningful communication.
- 25. Control choice of languageFluencyReflect natural use of language
- 26. Focus on achieving communication
- 27. Require meaningful use of language
- 28. Require the use of communication strategies
- 29. Produce language that may not be predictable.
- 30. Seek to link language use to contextTask: Identify activities aimed at developing Accuracy and Fluency in the coursebook.
- 31. CLT: At the level of procedureMechanical, meaningful, and communicative practice.Mechanical practice:He _____________ (is/are) a soldier.Meaningful practice:On the weekend, I’m going to_________________ in the morning.I’mgoingto _____________ in theafternoon, butI’mnotgoingto __________.Communicative practice:Ask your classmate about three things he considers when selecting a movie.Task 2: Identify these types of practice in your coursebook
- 32. CLT: At the level of procedureSome types of activitiesInformation gaps (Activity 2)
- 34. Role-plays
- 35. Opinion sharingTHANKS FOR YOUR ATTENTION