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Chapter 9 (Communicative Language Teaching) - Coggle Diagram
Chapter 9 (Communicative Language Teaching)
Introduction
Chomsky
Make communicative competence the goal of language teaching
Reviewing the Principles
The CLT goals
Enable students to communicate
Linguistic forms
Meanings
Functions
Appropriate form, social context and
the roles of the interlocutors.
What's teacher and student role?
Promote communication
Teacher acts as advisors, answering students’ questions and
monitoring their performance
Students are more responsible for their own learning
Characteristic of the teaching/learning process?
Everything done with a communicative intent
Activities in CLT are often carried out by students in
group.
Student-teacher interaction and student-student interaction
Teacher as a facilitator
Students interact a lot with each other and have configurations such as pairs, triads, small groups, and whole groups.
The feelings of the students
Students will be more motivated to study
Teachers provide opportunities for students to express their individuality
Language and culture viewed
Language is for communication
Communicative competence
Linguistic
meanings
the knowledge of forms
Culture is the daily lifestyle of people who use language
Areas and language skills are emphasized
Language functions
Students learn cohesion and coherence
Student role in native language
Discreet use of students' mother tongues is permitted at CLT
The target language is a vehicle for communication, not just an object to be studied.
How is evaluation accomplished?
Teacher evaluate students from accuracy and fluency
Formal evaluation: teacher use integrative test
The teacher respond to student error
Student error is tolerance during fluency-based activities
Reviewing the Techniques
Authentic Materials
Scrambled Sentences
Language Games
Picture Strip Story
Role-play