18874817
Descripción
Mapa Mental por NataliaAndrea Patiño, actualizado hace más de 1 año
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Creado por NataliaAndrea Patiño
hace más de 5 años
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COMMUNICATIVE LANGUAGE
TEACHING (CLT) TODAY
Jack C. Richards
- What is
Communicative
Language
Teaching?
- It is defined by a set of principles about the
goals of language teaching taking into
account the following aspects:
- The Goals of Language Teaching:
- The aim of CLT is the teaching
of communicative
competence which includes:
- Knowing how to
vary our use of
language
according to the
setting and the
participants
- Knowing how to
use language for
different
purposes and
functions
- Knowing how
to produce and
understand
different types
of texts
- Knowing how to
maintain
communication
despite having
limitations in
one’s language
knowledge
- Knowing how to
vary our use of
language
according to the
setting and the
participants
- The aim of CLT is the teaching
of communicative
competence which includes:
- How Learners Learn a Language
- It is seen as resulting from
processes such as:
- Creating
meaningful and
purposeful
interaction
through language
between the
learner and users
of the language
- Collaborative
creation of meaning
- 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
- Creating
meaningful and
purposeful
interaction
through language
between the
learner and users
of the language
- It is seen as resulting from
processes such as:
- The Roles of Teachers and
Learners in the Classroom
- In CLT Teachers and
learners had a new role:
- Learners now had
to participate
actively in activities
based on a
cooperative
approach and they
took part in their
own learning
process
- The
teachers´role
was as
facilitator and
monitor making
students
produce plenty
of error-free
sentences
- Learners now had
to participate
actively in activities
based on a
cooperative
approach and they
took part in their
own learning
process
- In CLT Teachers and
learners had a new role:
- The Goals of Language Teaching:
- It is defined by a set of principles about the
goals of language teaching taking into
account the following aspects:
- The Background
to CLT
- Language teaching has
seen many changes in
ideas about syllabus design
and methodology in the
last years. Here, there are
three phases in Language
Teaching
- Phase 1: Traditional
Approaches (up to
the late 1960s)
- They gave priority to
grammatical
competence as the
basis of language
proficiency and with
a methodology that
made much use of
repetitive practice
and drilling.
- Techniques employed :
memorization of dialogs,
substitution drills, and
various forms of guided
speaking and writing
practice.
- Great attention to accurate
pronunciation and accurate
mastery of grammar was stressed
from the very beginning stages of
language learning
- Audiolingualism and
Situational Language
Teaching were examples
of traditional approaches
- Techniques employed :
memorization of dialogs,
substitution drills, and
various forms of guided
speaking and writing
practice.
- They gave priority to
grammatical
competence as the
basis of language
proficiency and with
a methodology that
made much use of
repetitive practice
and drilling.
- Phase 1: Traditional
Approaches (up to
the late 1960s)
- Current communicative
language teaching.
- It was argued that
learners learn a
language through the
process of
communicating in it, and
that communication
that is meaningful to the
learner provides a better
opportunity for learning
- The overarching
principles of CLT
methodology can
be summarized as
follows:
- Make real
communication
the focus of
language
learning.
- Provide
opportunities for
learners to
experiment and
try out what
they know.
- Be tolerant of
learners’ errors as
they indicate the
learners´progress
- Provide
opportunities for
learners to develop
both accuracy and
fluency.
- Link the different
skills such as
speaking, reading,
and listening
together, since
they usually occur
so in the real
world.
- Let students
induce or discover
grammar rules.
- Make real
communication
the focus of
language
learning.
- The overarching
principles of CLT
methodology can
be summarized as
follows:
- It was argued that
learners learn a
language through the
process of
communicating in it, and
that communication
that is meaningful to the
learner provides a better
opportunity for learning
- Phase 2: Classic
Communicative Language
Teaching (1970s to 1990s)
- Reaction to traditional
Languge Teaching (L.T)
approaches began and
attention shifted to the
knowledge and skills
needed to use grammar
and other aspects of
language appropriately
for different
communicative purposes
- What was needed in
order to use language
communicatively was
communicative
competence.
- With CLT language
teachers and teaching
institutions all around
the world soon began
to rethink their
teaching, syllabuses,
and classroom
materials. New
approaches to
language teaching
were needed.
- With CLT language
teachers and teaching
institutions all around
the world soon began
to rethink their
teaching, syllabuses,
and classroom
materials. New
approaches to
language teaching
were needed.
- What was needed in
order to use language
communicatively was
communicative
competence.
- Reaction to traditional
Languge Teaching (L.T)
approaches began and
attention shifted to the
knowledge and skills
needed to use grammar
and other aspects of
language appropriately
for different
communicative purposes
- Language teaching has
seen many changes in
ideas about syllabus design
and methodology in the
last years. Here, there are
three phases in Language
Teaching
- Classroom Activities
in CLT
- Accuracy Versus Fluency Activities
- Fluency: activities in
which students
must negotiate
meaning, use
communication
strategies, correct
misunderstandings,
and work to avoid
communication
breakdowns
- Accuracy :
which focuses
on creating
correct
examples of
language use.
- Fluency: activities in
which students
must negotiate
meaning, use
communication
strategies, correct
misunderstandings,
and work to avoid
communication
breakdowns
- The activities must be framed in CLT
principles methodology and to
develop Accuracy and Fluency
- Teachers were
encouraged to make
greater use of
small-group work.
Pair and group
activities gave
learners greater
opportunities to use
the language,
develop fluency and
other benefits like:
- They can
learn from
hearing the
language
used by
other
members of
the group
- Their
motivational
level is likely
to increase.
- They will
produce a
greater
amount of
language
- They can
learn from
hearing the
language
used by
other
members of
the group
- Some examples in CLT are:
Information-Gap and Jigsaw
activities, Opinion-sharing
and Task-completion activities
- Teachers were
encouraged to make
greater use of
small-group work.
Pair and group
activities gave
learners greater
opportunities to use
the language,
develop fluency and
other benefits like:
- They make use of content that
connects to students’ lives and
interests.
- They provide opportunities for both
inductive as well as deductive
learning of grammar
- Accuracy Versus Fluency Activities
- Current Trends in
Communicative Language
Teaching
- Second language learning is
facilitated when learners are
engaged in interaction and
meaningful communication.
- Language learning is a gradual
process that involves creative use of
language, and trial and error.
- Effective classroom learning tasks and exercises
provide opportunities for students to negotiate
meaning, expand their language resources,
notice how language is used, and take part in
meaningful interpersonal exchange.
- The classroom is a community where learners
learn through collaboration and sharing.
- Learners develop their own routes to
language learning, progress at different
rates, and have different needs and
motivations for language learning.
- The move from teacher-centered
instruction to learner-centered
instruction.
- The move from
product-oriented to
process-oriented instruction.
- A whole-to-part orientation instead
of a part-to-whole approach
- CLT gives learners greater
choice and responsibility over
their own learning
- New forms of assessment
are needed to replace
traditional multiple-choice
- Second language learning is
facilitated when learners are
engaged in interaction and
meaningful communication.
- Process-Based CLT Approaches
- Content-Based
Instruction CBI
- “the teaching of content or
information in the language
being learned with little or no
direct or explicit effort to
teaching the language itself
separately from the content
being taught.”Krahnke (1987,65)
- “the teaching of content or
information in the language
being learned with little or no
direct or explicit effort to
teaching the language itself
separately from the content
being taught.”Krahnke (1987,65)
- Task‑Based Instruction TBI
- Language learning will result from
creating the right kinds of interactional
processes in the classroom, and the best
way to create these is to use specially
designed instructional tasks.
- Language learning will result from
creating the right kinds of interactional
processes in the classroom, and the best
way to create these is to use specially
designed instructional tasks.
- Two current methodologies that can be
described as extensions of the CLT
- Content-Based
Instruction CBI
- Product-Based CLT
Approaches
- Text-Based Instruction
- It sees communicative
competence as involving
the mastery of different
types of texts.
- It sees communicative
competence as involving
the mastery of different
types of texts.
- Competency-Based Instruction
- It seeks to teach students the basic
skills they need in order to prepare
them for situations they commonly
encounter in everyday life
- A focus on successful functioning in
society. The goal is to enable students
to become autonomous individuals
capable of coping with the demands
of the world.
- A focus on life skills
- A focus on successful functioning in
society. The goal is to enable students
to become autonomous individuals
capable of coping with the demands
of the world.
- It seeks to teach students the basic
skills they need in order to prepare
them for situations they commonly
encounter in everyday life
- Approaches which focus more on the
outcomes or products of learning as
the starting point in course design
than on classroom processes.
- Text-Based Instruction
Recursos multimedia adjuntos
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