Communicative Language Teaching(CLT)

Two main roles
(1)to facilitate the communication process between all participants in the classroom
(2)to act as an independent participant within the learningteaching group
• To make activities communicative, first, necessity must be created to let the students feel that they need, they must and they want to communicate;
Functional communication activities
Learners comparing sets of pictures and noting similarities and differences; working out a likely sequence of events in a set of picture; discovering missing features in a map or picture, etc.
• ③Focus not only on language but also on the learning process itself
• ④making use of learner's own personal experiences
• ⑤Creating real communication situations in the classroom
The advantages and disadvantages of communicative approach
Advantages • ⑴Wider considerations of what is
appropriate and what is accurate • ⑵Wider range of language • ⑶Realistic and motivating language practice • ⑷Drawing on learners’ knowledge and
Social interaction activities
Conversation and discussion session, dialogues and role plays, simulations, skits, improvisations, and debates
1. Functional communicative activities
Features of the Communicative language teaching
Five points to characterize the Communicative Approach: • ①Emphasis on learning to communicate in the target language • ②The introduction of authentic texts into learning situations
➢ provide opportunities for active communicative interaction among students
➢ make language learning meaningful for the students
➢ encourage the students to use English in an authentic context
• English teaching is to teach the
students how to communicate with each other ------- to express their ideas correctly and to easily adjust themselves to every kind of social situation.
• There are mainly two types of activities applicable in communicative lessons. One is functional communicative activities and social interaction activities. Major activities types by Littlewood
Development of Communicative Approach:
Communicative Language Teaching（CLT)
第五组
The Communicative Approach is an approach to foreign or second language teaching which emphasizes
"交际能力”这一概念最初是由美国社会语言学家 Dwell Hymes 提出的。他认为，交际能力不仅包 括对一种语言的语言形式的理解和掌握，而且还 包括对在何时何地，以什么方式对谁恰当使用语 言形式进行交际的知识体系的理解和掌握。交际 能力是一个复杂的概念，涉及到语言、修辞、社
会、文化、心理等多种因素.
• Second, unpredictability must be maintained, to ensure the communication of new information;
• Third, appropriateness should be achieved. For effective communication, proper language should be used, that language should be relevant to the situation, to the status of the speaker.
2.Social interaction activities
• 1) using the foreign language for classroom management • 2) using the foreign language as a teaching medium • 3) conversation and discussion sessions • 4) basing dialogues and role-plays on school experience
• 1) sharing information with restricted cooperation
• 2) Sharing information with unrestricted cooperation
• 3) Sharing and processing information
• 4) Processing information
Organizer Guide
•Researcher and learner •Group processing manager
•Counselor
Texbat-sed materials
Many textbooks
By tables of contents More like those found in structurally organized textsຫໍສະໝຸດ Learner roles
The emphasis is on the processes of communication, rather than mastery of language form. This leads to different roles for learners from those found in more traditional second language classrooms.
experience
Disadvantages
• ⑴Difficult to tailor syllabus to students’ needs
⑵Fossilization of learners’ errors
⑶Unclear about how rules of use can be taught The
Summary:
Altogether, CLT is best considered an approach rather than a method. It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of
Principles of the communicative approach
As far as learning theory is concerned, neither Brumfit and Johnson nor Littlewood, for example, offers any discussion. However, several principles can be generalized as
• 3. the meaningfulness principle: Language that is meaningful to the learner supports the learning process.
a negotiator
a communicator an independent learner
follows
• 1. the communicative principle: Activities that involve real communication promote learning.
• 2. the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).
that the goal of language learning is communicative competence.
交际教学法的核心认为语言 首先是一种社会交际的工具， 因而主张以具体的交际功能 项目如问候、邀请、作客、 看病等主要线索来安排教学 内容，并根据学生将来工作 的实际需要来确定其培养目 标的侧重面，加强针对性。
Just slight to be based on the communicative approach
The role of instructiona l materials
Task- based materials Games, role plays, simulations, etc.
Exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student- interaction practice booklets
The use of “authentic”, “from-life” materials
Realia
Language-based realia
What teachers and students should
do？
For communicative activities to take place, the teacher needs to start from controlled structural activities to social problem solving activities.