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Communicative Language Teaching - Coggle Diagram
Communicative Language Teaching
Background
Author
Wilkins
He made an analysis of the communicative meanings that a learner needs to understand and express
Notional categories and communicative function
Notional Syllabuses
Communicative Language Teaching
Approach
Communicative competence as the main goal
Develop procedures for the teaching of the four language skills to promote communication
Littlewood
English syllabus based on a communicative approach
Howatt
Strong version
Language is acquired through communication (using English to learn it)
Weak version
Provide learners opportunities to use their English skills to communicate (learning to use)
British innovation
Theory of language
Theory of language as communication:
To develop communicative competence
Chomsky
Linguistic theory:
To produce gramatically correct sentences
Hymes
Theory of communicative competence:
What a speaker needs to know to speak
Halliday
Functional account:
Use all the functions of language in meaningful stages
Seven basic functions:
Instrumental, regulatory, interactional, personal, heuristic, imaginative, representational.
Canale and Swain
Four dimension of communicative competence
1) Grammatical competence:
Master in grammar
2) Sociolinguistic competence:
Understanding of the social context in communication
3) Discourse competence:
Relation between phrases or words and the meaning of the discourse
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Theory of learning
Principles
Communication principle:
Activities that involve real communication promote learning
Task principle:
Language is used for carrying out meaningful tasks promote learning
Meaningfulness principle:
Meaningful language to support learners' learning process
Johnson and Littlewood
Cognitive aspect:
Plans to create appropiate behaviour
Behavioural aspect:
Plans to perform in real time
Design
Objectives
1) Intregative and content level:
Language as a means of expression
2) Linguistic and instrumental level:
Language as a semiotic system and an object of learning
3) Affective level of interpersonal relationships and conduct:
Language as a means of expressing values and judgments about oneself and others
4) Level of individual learning needs:
Remedial learning based on error analysis
5) General educational level of extra-linguistic goals:
Language learning within the school curriculum
Syllabus
Notional Syllabus
The Council of Europe
Threshold Level English:
Situations in wich use a foreign language
Yalden
The major current communicative syllabus types
1)
Structures plus functions.
2)
Functional spiral around a structural core.
3)
Structural, functional, instrumental.
4)
Functional.
5)
Notional.
6)
Interactional.
7)
Task-based.
8)
Learner-generated.
English Language Syllabus in Malaysian Schools 1975
The products result from completion of tasks
a)
Understand the message.
b)
Asking questions (clarify doubts).
c)
Ask for more information.
d)
Take notes.
e)
Present notes in a logical way.
f)
Presentation in an oral way.
Product:
A piece of comprehensible information, written, spoken, or nonlinguistic form.
Types of learning and teaching activities
Littlewood
Functional communication activities
Comparing sets of pictures (similarities and differences), working out a likely sequence of events in a set of pictures, and so on.
Social interaction activities
Conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates.
Learners role:
Negotiator
Teacher roles
1)
Facilitate communication.
2)
Act as an independent participant within the learning-teaching group.
3)
Researcher and learner.
Analyst
The teacher assumes the responsability to determine and answer learner language needs
Students' perception of his or her learning style, learning assets, and learning goals. Students answer 5-point scale (strongly agree to strongly disagree)
Counselor
Effective communicator seeking to improve learners' skills through feedback, confirmation, and paraphrase
Manager
Monitors, encourages, and suppresses the inclination
The role of instructional materials
Promote communicative language use.
Text-based
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Task-based
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Realia
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Procedure
1)
Presentation of a dialogue or several mini-dialogs, and a discussion of the situation
2)
Oral practice of each utterance of the dialog or mini-dialogs segments
3)
Questions and answers based on the dialog topic and situations
4)
Questions and answers related to the students' personal experiences centered in the dialog
5)
Study one of the basic communicative expressions in the dialog (exemplify the function)
6)
Learner discover the grammar
7)
Oral recognition, interpretative activities
8)
Oral production activities
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Gabriela Chuquitarco