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Communicative Language Teaching - Coggle Diagram

- - - - Another linguistic theory of communication favored in CLT theory was Halliday’s
        functional account of language use Here the term functional is expanded to encompass
        the categories given below, as well as speech acts, another term for functions in the
        sense used by Wilkins to describe what we do with language (complain, apologize, etc.).
        
        1.- Language is a system for the expression of meaning.
        
        The primary function of language is to allow interaction and communication.
        
        The structure of language reflects its functional and communicative uses.
        
        The primary units of language are not merely its grammatical and structural features,
        
        Communicative competence entails knowing how to use language for a range of
- - - - • Interaction between the learner and users of the language
      - • Collaborative creation of meaning
      - • Creating meaningful and purposeful interaction through language
      - • Negotiation of meaning as the learner and his or her interlocutor arrive at understanding
      - • Learning through attending to the feedback learners get when they use the language
      - • Paying attention to the language one hears (the input) and trying to incorporate new
      - • Trying out and experimenting with different ways of saying things
- - - - Type Reference
      - structures plus functions Wilkins (1976)
      - functional spiral around a structural core Brumfit (1980)
- - - - Activities focusing on fluency
      - • reflect natural use of language;
      - • concentrate on achieving communication through negotiation of meaning;
      - • require meaningful use of language;
      - • require the use of communication strategics;
      - • produce language that may not be predictable;
- - - - Another role assumed by several CLT approaches is that of counselor, similar to the way
        this role is defined in Community Language Learning
    - - CLT procedures often require teachers to acquire less teacher-centered classroom management skills. It is the teacher’s responsibility to organize the classroom as a setting for communication and communicative activities
- - - - There are numerous textbooks designed to direct and support CLT. Their tables of contents sometimes suggest a kind of grading and sequencing of language practice not unlike