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7/27/2019 Wk 4 COMMUNICATIVE LANGUAGE TEACHING.ppt
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COMMUNICATIVE
LANGUAGE TEACHING
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INTRODUCTION
Goal => To learn to communicate in thetarget language.
Why? => 70sSs could produce sentences
accurately in a lesson, but could not use
them appropriately when communicatingoutside the classroom.
Ability to communicate requires more than
just mastering linguistic structures.
Ss may know the rules of linguistic usage,
but unable to use the language (
Widdowson 1978).
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INTRODUCTION
Being able to communicate requires
more than linguistic competence; itrequires communicative competence
knowing when and how to say what to
whom.( Hymes 1971).
Shift in late 1970s to early 1980s from
a linguistic structure-centeredapproach to a Communicative
Approach ( Widdowson 1990).
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INTRODUCTION
CLT aims at applying thetheories of Communicative
Approach by making
communicative competencethe goal of language teaching
and by acknowledging the
interdependence of the
language and communication.
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PRINCIPLES OF CLT
GOALS OF TEACHERS WHO USE
CLT
To enable ss to communicate in the
target language.
Ss need knowledge of the linguistic
forms, meanings and functions.
Need to know that many different forms
can be used to perform a function &
also that a single form can often serve
a variety of functions.
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PRINCIPLES OF CLT
Ss choose from among these ,the
most suitable form. Must also be able
to manage the process of negotiating
meaning with the interlocutors.
Communication is a process;
knowledge of the forms of language is
insufficient.
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ROLE OF TEACHER & STUDENTT => Facilitates communication in the classroom.
T= > Establish situations likely to promote
communication.T=> acts as an adviser, answering studentsquestions & monitoring performance.
T=> make note of their errors to be worked on at alater time during more accuracy-based activities.
T=> also co-communicator engaging in thecommunicative activity along with the students.
S => communicators.
S => Actively engaging in negotiating meaning. Tryingto make themselves understood and in understandingothers.
S=> seen as more responsible managers of their ownlearning.
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CHARACTERISTICS OF TEACHING /
LEARNING PROCESS
1. Everything done with a communicativeintent.
2. Ss use the language a great deal
through communicative activities suchas games, role plays and problem-
solving tasks.
3. Truly communicative activities have 3features in common. a) information
gap, (b) choice , feedback.
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CHARACTERISTICS
A) information gap exists when one person in
an exchange knows something the otherperson does not.
B) the speaker has a choice of what she will
say and how she will say it. If students have
no choice in what they want to say, then it is
not communicative.
C) True communication is purposeful.
Speaker can evaluate whether his purpose isachieved based upon information he
receives from the listener. (feedback)
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CHARACTERISTICS
4. Use of authentic materials. use
language as it is actually used.
5. Activities carried out by students insmall groups.
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Student-teacher interaction
student-student interaction
T => present some part of lesson eg:linguistic accuracy.
T=>facilitator of activities.
T=> co-communicator , often establishessituations that prompt communication
between and among students.
Students interact a great deal with one
another. In pairs, small groups and wholegroup.
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FEELINGS OF STUDENTSBy learning to communicate, ss will be
more motivated to study a foreignlanguage since they feel that they are
learning to do something useful with the
language.
T allows S to express individuality by
having them share ideas and opinions
on a regular basis.
Ss security enhanced by opportunities
for cooperative interactions with ss &
Ts.
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Language viewed / culture viewedLanguage is for communication. Linguistic
competence , knowledge of forms and theirmeanings is one part of communicativecompetence .
Another aspect of CC is knowledge of the
functions language is used for.Ss / learners need knowledge of forms andmeanings and functions.
Ss must also use this knowledge ,take into
account social situation to convey meaning.
Culture=> everyday lifestyle of people whouse the language. Some aspects of Itimportant to communication eg: use ofnonverbal behavior.
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Emphasize on language & skills
Functional syllabus used. Variety of
forms introduced for each function.Simpler forms first, as ss get moreproficient in target lang, functions arereintroduced and more complex forms
are learned.Eg: learning to make requests.
Beginning students practice Would
you? And Could you?Highly proficient ss might learn Iwonder if you would mind
SS work on all 4 skills from beginning.
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Role of students native language
Use of native language is permitted
with care.
Target lang. should be used not only
during communicative activities but in
explaining the activities to the ss as
well.
Ss learn from classroom exchanges.
Realize that target lang is a vehicle for
communication not just an object to be
studied.
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Evaluation in CLT
T evaluates both fluency and accuracy.T can evaluate informally students
performance in his role as an adviser &
co-communicator.
Formal evaluation , use integrative test
which has real communicative function.
Assess students writing skill, ask themto write a letter to a friend.
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Respond to errors
Errors of from are tolerated during
fluency based activities. Seen as
natural outcome of development of
communication skills.
Ss can have limited linguistic
knowledge and still be successful
communicators.
T may note the errors during fluencyactivities and return to them later with
an accuracy-based activity.
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TECHNIQUES & MATERIALS1. Authentic materials use lang
materials authentic to native speakersof the target language.
eg: Use real newspaper article.
assign homework=> listen to live radioor television broadcast.
lower proficiency => may not be
possible to use these materials. Usemore accessible ones.
eg: Use of weather forecast when
working on predictions.
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Techniques & materials
Lower level class => use ordinary
objects / materials that do not contain a
lot of language but which can generate
discussions.
Eg: Menus in target language.
Timetables
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Techniques & materials
2. Scrambled sentences
Ss give passage / text which the
sentences are in a scrambled order.
They are told to unscramble the
sentences so that the sentences are
restored to their original order.
Teaches the ss about cohesion and
coherence.
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Techniques & materials
They learn how sentences are boundtogether through formal linguistic
devices like pronouns.
Ss might also be asked to unscramble
the lines of a mixed-up dialogue.
Ss might also be asked to put the
pictures of a picture strip story in order
and write lines to accompany the
picture.
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Techniques & materials3. Language games.
Frequently used in CLT. ss find themenjoyable . Give ss valuablecommunicative practice.
Eg: choosing pictures.Collect 3x as many different pictures asthere are ss in the class. Pictures areput on a table. Each ss chooses two
pictures: one he likes and one hedoesnt like.
Each ss shows the picture to class and
explains why he likes or dislikes them.
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Techniques & materials
4. Picture strip storyUse problem-solving tasks / prediction .
In problem-solving tasks, works well in
CLT as it has the 3 features ofcommunication.
Can be structured, ss share information
/ work together to arrive at solution andss practice negotiating meaning.
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Techniques & materials5. Role play
Very important in CLT. Give ss opportunity to
practice communicating in different social
contexts and in different social roles.
Can be structured ( T tells ss who they are &what they should say).
Or less structured, ( T tells ss who they are,
what the situation is and what they are
talking about but ss determine what they will
say).
T can give feedback on ss communication.