Please enable JavaScript.
Coggle requires JavaScript to display documents.
Communicative Language Teaching, Meybeline Acosta Ulloa- B90046 - Coggle…
Communicative Language Teaching
Applying the theoretical perspective of the Communicative Approach, Communicative Language Teaching (CLT) aims to make communicative competence the goal of language teaching.
The goal is to enable students to communicate in the target language. To do this, students need knowledge of the linguistic forms, meanings, and functions. They need to know that many different forms can be used to perform a function and also that a single form can often serve a variety of functions. They must be able to choose from among these the most appropriate form, given the social context and the roles of the interlocutors.
Characteristics:
Everything that is done is done with a communicative intent.
Students use the language a great deal through communicative activities such as games, role-plays, and problem-solving tasks
Activities that are truly communicative have three features in common:
Information gap
Choice
Feedback
In communication, the speaker has a choice of what she will say and how she will say it. If the exercise is tightly controlled, so that students can only say something in one way, the speaker has no choice and the exchange, therefore, is not communicative.
In a chain drill, for example, if a student must reply to her neighbor’s question in the same way as her neighbor replied to someone else’s question, then she has no choice of form and content, and real communication does not occur.
True communication is purposeful. A speaker can thus evaluate whether or not her purpose has been achieved based upon the information she receives from her listener.
The use of authentic materials. It is considered desirable to give students an opportunity to develop strategies for understanding language as it is actually used.
Small numbers of students interacting are favored in order to maximize the time allotted to each student for communicating. The implicit assumption seems to be that students will learn to communicate by practicing functional and socially appropriate
language.
Roles:
The teacher facilitates communication in the classroom. In this role, one of his major responsibilities is to establish situations likely to promote communication. During the activities he acts as an advisor, answering students’ questions and monitoring their performance
Since the teacher’s role is less dominant than in a teacher-centered method
Students are seen as more responsible for their own learning
A teacher can evaluate his students’ performance informally in his role as advisor or co-communicator
The teacher may present some part of the lesson.
Teachers give students an opportunity to express their individuality by having them share their ideas and opinions on a regular basis.
The professor is the facilitator of the activities, but he does not always himself interact with the students. Sometimes he is a co-communicator, but more often he establishes situations that prompt communication between and among the students
Students are, above all, communicators. They are actively engaged in negotiating meaning—in trying to make themselves understood—even when their knowledge of the target language is incomplete.
Students interact a great deal with one another. They do this in various configurations: pairs, triads, small groups, and whole group.
Students will be more motivated to study another language since they will feel they are learning to do something useful.
Techniques
Authentic Materials
Scrambled Sentences
Language Games
Picture Strip Story
Role-play
Meybeline Acosta Ulloa- B90046