Communicative Language Teaching (CLT)

Group 5

Pham Thanh Tu Bach Hai Au Nguyen T.Huyen Trang Pham Van Vu Ngoc Hai Yen

ContentsI. Introduction:II.Body

1.Feature 2.Learners’ roles3.Teachers’ roles4.Classroom

activities5.Disadvantages

III.Conclusion

Introduction:

What is CLT?Longman Dictionary of Language Teaching & Applied Linguistics defines the Communicative Approach or Communicative Language Teaching as “an APPROACH to foreign or second language teaching which emphasises that the goal of language learning is COMMUNICATIVE COMPETENCE. ” (Richards et al 1992:65) According to the same dictionary, the approach which has been developed by British applied linguists as a reaction away from grammar-based approaches

CLT?

• CLT is a meaning – based , learner – centered approach to L2 teaching

•Fluency is given priority Over Accuracy.

Spada .N (2007)

CLT?

• UMBRELLA TERM to describe learning sequences which aim to improve the students’ ability to communicate. (pg.70)

The aims of CLT

The Goal of language teaching:

Communicative competence

Communicative competence is the

goal

desire to communicate

communicative purpose

Content NOT form

variety of language

NO teacher intervention

NO material control

Information gap

The features of CLT

Learner Roles

The emphasis of CLT on the proccess of communication leads to different

role(s) of learners .

Learner RolesLearner Roles

Learners’ Roles

Negotiators

Teachers’ roles

Faciliate the communication proccess between all participants in the classroom , and between these participants and the various activities and texts

Act as ‘an independent’ participant within the learning teaching group

Facilitator

Monitor

Classroom activities

Role

play

interviews

Language

exchange

Classroom activities used in communicative language teaching can

include the following

Information gap

Games

Pairwork

Disadvantages•Over crowded class

• Teacher’s monitoring abilities

• Fluency NOT accuracy

• Learners’ levels

Disadvantages • The adoption of CLT needs the

important issues for:

1. Teacher training

2. Materials developments

3. Testing

4. Evaluation

So, CLT is NOT suitable for every teacher and every class.

Conclusion 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 classroom procedures .