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    Communicative Language Teaching

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    Geraldine Gomez Mesa
    Communicative language teaching (CLT) emerged in the late 1960s in response to changes in language teaching approaches in Britain. It focuses on having students use language pragmatically to convey meaning rather than focusing solely on grammatical accuracy. CLT aims to develop students' communicative competence through activities where they exchange information, ideas, and opinions with their peers rather than just interacting with the teacher. Advocates argue it helps students learn language more meaningfully and enjoyably, though critics note it may not sufficiently address errors or the needs of native speakers.

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    Communicative Language Teaching

    Uploaded by

    Geraldine Gomez Mesa
    109 views16 pages
    Communicative language teaching (CLT) emerged in the late 1960s in response to changes in language teaching approaches in Britain. It focuses on having students use language pragmatically to convey meaning rather than focusing solely on grammatical accuracy. CLT aims to develop students' communicative competence through activities where they exchange information, ideas, and opinions with their peers rather than just interacting with the teacher. Advocates argue it helps students learn language more meaningfully and enjoyably, though critics note it may not sufficiently address errors or the needs of native speakers.

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    Communicative language teaching (CLT) emerged in the late 1960s in response to changes in language teaching approaches in Britain. It focuses on having students use language pragmatically to convey meaning rather than focusing solely on grammatical accuracy. CLT aims to develop students' communicative competence through activities where they exchange information, ideas, and opinions with their peers rather than just interacting with the teacher. Advocates argue it helps students learn language more meaningfully and enjoyably, though critics note it may not sufficiently address errors or the needs of native speakers.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    109 views16 pages

    Communicative Language Teaching

    Uploaded by

    Geraldine Gomez Mesa
    Communicative language teaching (CLT) emerged in the late 1960s in response to changes in language teaching approaches in Britain. It focuses on having students use language pragmatically to convey meaning rather than focusing solely on grammatical accuracy. CLT aims to develop students' communicative competence through activities where they exchange information, ideas, and opinions with their peers rather than just interacting with the teacher. Advocates argue it helps students learn language more meaningfully and enjoyably, though critics note it may not sufficiently address errors or the needs of native speakers.

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    © All Rights Reserved
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    of 16

    COMMUNICATIVE

    LANGUAGE
    TEACHING
    HISTORY
    Are to be found in the changes in the British language teaching tradition
    dating from the late 1960s
    CREATOR
    Noam Chomsky’s
    CONTEXT IN WHICH IT
    WAS CREATED
    In 1971 a group of experts began to investigate the possibility of
    developing language courses on a unit-credit system, a system in which
    learning tasks are broken down into "portions or units, each of which
    corresponds to a component of a learner's needs and is systematically
    related to all the other portions
    PHILOSOPHY
    Its main objective is to help students create sentences with meaning
    (instead of helping them to build perfectly correct grammatical structures
    or to get a perfect pronunciation).
    OBJECTIVES
    ■ Piepho (1981) discusses the following levels of objectives in a
    communicative approach:
    ■ 1. an integrative and content level (language as a means of expression)
    ■ 2. a linguistic and instrumental level (language as a semiotic system and
    an object of learning);
    ■ 3. an affective level of interpersonal relationships and conduct
    (language as a means of expressing values and judgments about
    oneself and others);
    ■ 4. a level of individual learning needs (remedial learning based on error
    analysis);
    ■ 5. a general educational level of extra-linguistic goals (language
    learning within the school curriculum).
    TEACHER’S
    ROLE
    - Facilitator
    -Independent participator
    -Group process manager
    -Need analyst
    -Counselor
    LEARNER’S ROLE
    -Students give and receive
    information.
    -Students are expected to interact
    with each other rather than the
    teacher.
    MATERIALS
    ADVANTAGES
    -The communicative approach seeks to personalize and localize language and
    adapt it to the interests of students.
    -Meaningful language is always more easily retained by learners.
    -Seeks to use authentic resources. And that is more interesting and motivating for
    children.
    -Children acquire grammar rules as a necessity to speak so is more proficient and
    efficient.
    -This technique increases the teacher-student relationship. It’s an interactive
    relationship.
    -Students can learn the target language in an enjoyable way.
    DISADVANTAGES
    -The Communicative Approach often seems to be interpreted as: “if the
    teacher understands the student we have good communication” but native
    speakers of the target language can have great difficulty understanding
    students.

    -CLT approach focuses on fluency but not accuracy. The approach does not
    focus on error reduction but instead creates a situation where learners are
    left using their own devices to solve their communication problems.
    CHARACTERISTIC
    • Teacher is a guide, counselor, organizer and facilitator.

    • Focus on communication rather than structure.


    Provides learners with opportunities, to share and explore their attitudes,
    feelings and opinions.

    • Focus on meaningful task.

    • Goal of fluency

    • It has tolerance of errors.


    POINT OF VIEW OF THIS
    APPROCH OF THE LANGUAGE
    ■ The communicative approach in language teaching starts from a
    theory of language as communication. The goal of language teaching
    is to develop what Hymes (1972) referred to as "communicative
    competence.“
    ■ Hymes (1972) defined communicative competence not only as an
    inherent grammatical competence but also as the ability to use
    grammatical competence in a variety of communicative situations.
    ■ Hymes's theory of communicative competence was a definition of
    what a speaker needs to know in order to be communicatively
    competent in a speech community.
    ACTIVITY CARD.
    The activity consist in that the students have to form two
    groups, when they are organize, the teacher is going to give
    them a picture, the idea is that the students look the picture
    for one minute and after explain what happen in it to their
    classmates.
    WEBGRAFIA .

    •http://www2.vobs.at/ludescher/Alternative
    %20methods/communicative_language_teaching.htm#Conclusion 1
    •https://es.slideshare.net/mortdida/communicative-language-teaching-method1 2
    •https://es.slideshare.net/eplaza09/communicative-language-teaching-163080363
    •https://es.slideshare.net/Hbptryn66/communicative-language-teaching-
    297043374
    •https://es.slideshare.net/mortdida/communicative-language-teaching-method1 5
    •https://mkhaledbh.wordpress.com/2015/11/14/advantages-and-disadvantages-of-
    clt/ 6
    •http://www2.vobs.at/ludescher/Alternative
    %20methods/communicative_language_teaching.htm.
    •file:///C:/Users/Usuario/Downloads/Bagaric_i_Mihaljevic_Djigunovic_ENG.pdf
    •http://www.mun.ca/educ/faculty/emurphy/CLT/sld001.htm.
    THANK
    YOU

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