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COMMUNCATIVE LANGUAGE TEACHING (CLT), Amirah Aliah, Alia Nabila, Amirul…
COMMUNCATIVE LANGUAGE TEACHING (CLT)
Shallow-end and Deep-end CLT
Shallow end CLT
Learn grammar rules to use in communcative situations
Grammar - means towards communication
Consciousness-raising
-Rutherford (1996)
Deep end CLT
Grammar acquired unconsciously
Useless to teach grammar previously and explicitly
Little or no influence on classroom practice
Acquisition oriented model
Objectives
CLT improves communicative proficiency of all the skills including reading, writing listening and speaking.
Gradually it focuses on the grammatical, discourse, functional, sociolinguistic of communicative competence.
Fluency is the first priority rather than accuracy.
CLT usually appreciates the learners to engage in linguistic interaction with real-life objectives.
It used to engage the learners in the pragmatic and functional use of language.
How grammar is taught
Practice and consciousness-raising
Ellis 2002
Priority
To assist learner
to internalize the structures/rules of language
They can be
used fo communication
for both written and spoken.
Main characteristics
There should be an
effort to isolate a specific linguistic feature
for focused attention.
The
learners are provided with data
which illustrate the targeted feature and an explicit rule description / explainations
The learners are
expected to utilize intellectual effort
to understand the targeted feature.
Misunderstanding/incomplete understanding of the grammatical structure by the learners leads to clarifications
in the form of further data and description/explainations
Learners are required to articulate the rule
describe the grammatical feature
Features
A specific grammatical feature is isolated
for focused attention
The learners will be
provided with opportunities for repetition
of the targeted feature
The learners are
required to produce sentences/statements
comprising the targeted feature
There is expectation that the
learners will perform the grammatical feature correctly
The
learners receive feedback
on whether their performance of the grammatical structure is correct or not.
Explicit and Implicit knowledge
Deals with language and the uses to which language can be put
Conscious knowledge of grammatical rules learned through formal classroom instruction
Person with explicit knowledge knows about language and the ability to articulate those facts in some way (Brown,2000)
Automatic and easily accessed and provides a great contribution to build communicative skills
Unconscious, internalized knowledge of language that is easily accessed during spontaneous language tasks, written/spoken (Brown 2000)
Gained in the natural language learning process.(Through a sub-conscious learning process)
Deductive and inductive approach
Deductive approach
Reasoning that works from general to specific
Rules, principles, concepts/ theories are presented first
and then their applications are treated.
A grammar rule is
explicity presented
to students and followed by
practice applying the rule
Inductive approach
Comes from a
reasoning that progression proceed
from particulars to generalities
Observe a number of specific instances
and from them infer a general principles/concept
Learners
understand grammatical rules from examples taught
by teacher
Attempts to
highlight grammatical rules implicitly
in which the learners are encouraged to conclude the rule given by the teacher
Sample lesson
Role Play
Students are asked to play the role
student comes with it own ideas and not bothers about the grammatical errors
Interview
Student have to answer the questions asked by the
interviewer
It helps the students to face the interview in future without fear or inhibition
A model interview is to be conducted by the teacher
Principle Features
It provide opportunities for learners to experiment and try out what they know. It also provide opportunities for learners to develop both accuracy and fluency. Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world
Communicative functions are more important rather than linguistic structures.
The target language is used in the clasroom.
The main focus is to make the learners able to understand the intention and expression of the writers and speakers
The main focus is to make the learners able to understand the intention and expression of the writers and speakers
Students should be given opportunities to listen to language as it is used in authentic communication.
Teacher should create situations which help to promote communication and how language should be used in social context.
Amirah Aliah
Alia Nabila
Amirul Firdaus
YAZID
Farid Affa
Explicit
Implicit