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What is Communicative Language Teaching?

What is Communicative Language Teaching?. Susan Colville-Hall, Ph.D . colvillehall@uakron.edu SIAS Workshop July 12, 2011. Main Objectives. For students to create and sustain the interactional dynamics of the learning environment

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What is Communicative Language Teaching?

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  1. What is Communicative Language Teaching? Susan Colville-Hall, Ph.D. colvillehall@uakron.edu SIAS Workshop July 12, 2011

  2. Main Objectives • For students to create and sustain the interactional dynamics of the learning environment • To use of oral communication in constructive activities such as: stating the topic, paraphrasing the learning material, referring to personal knowledge, generating questions and creating meaning and coherence from the individual interactions that occur in class and within groups.

  3. For learners to construct meaning and knowledge and act upon those constructions, • For learners to have the desire to learn and be responsible for such learning. • For learners to have intrinsic motivation for learning

  4. Underlining Theory • Communicative competence • Linguistic structures & grammar rules • Language accuracy • Functional approach of language • Reaction to grammar translation & audio-lingual methods • Emphasizes communicative activities that involve the real use of language in daily life situation • Integration of form and meaning experiences

  5. Grammar is a support for the students’ communicative needs and experiences. • “One demonstrates grammatical competence not by stating a rule but by using a rule in the interpretation, expression, or negotiation of meaning” (Sauvignon, 1980). • Includes broader features of discourse, sociolinguistic rules of appropriateness, communication strategies, strategic competence

  6. Developing CLT Curriculum • Based on a multifaceted view of communication and language • Can use tasks and small group learning or a whole class format • Can be manifested through pair work, group work, and information gap activities AND a variety of other practices that may be better suited to the local context • rhythmically tuned responses to teacher elicitations • playful narratives • oral symphonic performances

  7. Language for a Purpose • Pay attention to the selection of text and sequencing of materials (learners needs) • Content-based instruction • history, music, or literature

  8. Learner’s emerging identity in the new language • take into account the affective as well as the cognitive aspects of language learning • not everyone is comfortable in the same role • wider the variety of communicative, or meaning-based, activities • opportunity to familiarize with those roles • make use of pair work as well as group work

  9. Theater arts • Students may play many roles, roles for which we improvise scripts from the models we observe around us • Child, parent, foreigner, newcomer, employer, employee, doctor, or teachers, all are roles that help learners embrace certain expected ways of using language in real life situations

  10. Theater arts • Familiar roles may be played focusing more on communication and interpretation of meaning • Improvisations are important to self-discovery and growth • Theater arts can provide learners with the tools they need to act—that is, to interpret, express and negotiate meaning in a new language.

  11. Activities can include both scripted and unscripted role playing, simulations, and even pantomime • Ensemble-building activities familiar in theater training have been used very successfully in language programs to create a climate of trust

  12. Role of Teacher • Is that of a coach • to provide support, strategies, and encouragement for learners as they explore new ways of being

  13. Language use beyond the classroom • The purpose of communicative activities in the classroom is to prepare learners to use the foreign language in the world beyond • ‘‘field experiences’’ may successfully become the core of the course, which then becomes a workshop where learners can compare notes, seek clarification, and expand the range of domains in which they learn to function in the second language

  14. Audio/video and Text materials • Contemporary radio and television programs, videos, and feature-length films may be available along with newspapers and magazines. • Visitors from the SIAS community may be able to visit the classroom and relate their experiences

  15. Internet • Internet provides opportunities to interact on a variety of topics • prearranged exchanges • Can make use of World Wide Web sites to obtain a range of information, schedules, rates, locations, descriptions, and sources.

  16. Activities to support CLT classes • games, role plays, simulations, and task-based communication activities - prepared to support Communicative Language Teaching classes. • exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets. • Still others provide drills and practice material in inter­actional formats (Willis, 1994).

  17. In pair-communication materials • There are typically two sets of material for a pair of students, each set containing different kinds of information. • Sometimes the information is complementary, and partners must fit their respective parts of the "jigsaw" into a composite whole. • Others assume different role relationships for the partners (e.g., an interviewer and an interviewee).

  18. CLT Principles • (1) Language as it is used in real context should be introduced; • (2) Students should be able to figure out the speaker’s or writer’s intentions; • (3) The target language is the vehicle for classroom communication; • (4) One function may have many different linguistic forms; • (5) Opportunities should be given to students to express their ideas and opinions; (6) Errors are seen as the natural outcome of the development of communication skills;

  19. (7) Fluency is much more important than accuracy; • (8) Creating situations to promote communication is one of the teacher’s responsibilities; • (9) The social context of the communicative events is essential in giving meaning to the utterances; • (10) The teacher acts as an advisor during communicative activity, a facilitator of students’ learning, a manager of classroom activity, or a co-communicator; • (11) When communicating, a speaker has a choice about what to say and how to say it;

  20. CLT Techniques • (1) Before presenting the material, a discussion of the function and situation is made between students and teacher; • (2) The teacher asks students to re-order sentences within a dialogue or a passage; • (3) Students are involved in language games and role-play; • (4) The class works in groups;

  21. (5) The teacher gives instructions in the target language; • (6) A problem solving task is used as a communicative technique; • (7) Questions and answers are of two types: those which are based on the material given and those which are related to the student’s personal experiences and are centered around the material them (Willis, 1994).

  22. Characteristics of CLT • 1)Teaching is learner-centered and responsive to learners' needs and interests; • (2) The target language (TL) is acquired through interactive communicative use that encourages the negotiation of meaning; • (3) Genuinely meaningful language use is emphasized, along with unpredictability, risk-taking, and choice-making; • (4) There is exposure to examples of authentic language from the TL community;

  23. (5) The formal properties of language are never treated in isolation from use; language forms are always addressed within a communicative context; • (6) Learners are encouraged to discover the forms and structures of language for themselves; • (7) There is a whole-language approach in which the four traditional language skills (speaking, listening, reading, and writing) are integrated (p. 91-93).

  24. (12) Students should be given opportunities to develop strategies for interpreting language as it is actually seen by native speakers; • (13) Students are communicators and are actively engaged in negotiating meaning; • (14) Language is used a great deal through communicative activities such as games, role-play, problem solving; • (15) Communicative activities have three features: information gap, choice and feedback (Tan 2005; Willis, 1994).

  25. U.S. National Standards • Goal is communication in a language other than English • Focus the five Cs • Communication, • Culture, • Connections with other disciplines, • Comparisons with students' native languages and cultures • Communities (use of the foreign language in communities outside the classroom)

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