Communicative Language Teaching

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Communicative Language Teaching
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Communicative Language Teaching

• practical approach to language
• functional aspect emphasized
• grammar should be analyzed and studied but
  treated as instrumental to communication
• effective communication valued over perfect
  expression. (mistakes are addressed but not
  stigmatized)
• all skills are taught and integrated
• use of students native languages avoided (direct
  learning, developing strategic competence)
• all competences are practiced
• addresses different learners types and learning
  styles
• places the student at the centre of the learning
  process
• inductive approach preferred
• task-based learning

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Some characteristics of a communicative classroom

• Some things we should see in a communicative
  classroom
• Students interacting in pairs or groups through
  speaking and/or writing.
• Focus on real communication, not just practicing
  language for its own sake.
• Language is introduced and practiced in a
  context.
• Students learn real language that they would use
  in real life.
• Authentic materials are used as much as possible.

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Some characteristics of a communicative classroom
(continued)

• Activities are interesting to students they
  connect with their own lives, knowledge and
  interests, motivating them to participate.
• Students own experiences and ideas become part
  of the lesson.
• Meaning over form Students concentrate on what
  they are saying more than how they are saying it.
• Hands-off teaching activities are set up for
  the students to do by themselves, the teacher
  acts as a participant or resource person.

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Some things we shouldnt see in a communicative
classroom

• Lecture-style teaching talking about language
  instead of using it.
• Classes that are only free conversation (What
  do you want to talk about today? a letter from
  Hydro)
• Constant correcting by the teacher
• Too much individual work
• Use of materials that are not interesting or
  relevant to learners.

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The Role of the Teacher in the Communicative
Classroom(Adapted from The Practice of English
language Teaching by Jeremy Harmer)

• A teacher can play many different roles in (and
  out of) the classroom. Here are eight.
• CONTROLLER In charge of the class and of the
  activity taking place. Examples taking
  attendance, making announcements, giving students
  instructions, drilling, lecturing, bringing the
  class to order, giving explanations, leading
  question and answer, giving homework.
• ORGANIZER Preparing for and organizing student
  activities, explaining what to do, demonstrating,
  putting students in pairs and groups, bringing
  activities to an end and giving feedback.
• ASSESSOR Offering feedback and correction,
  grading students, passing or failing them.
• PROMPTER Helping students along in class, giving
  them hints, suggestions, encouragement, asking
  questions to make them think.
• RESOURCE Answering students questions about
  language, activities or where to find things out.
• TUTOR Working with students one-on-one or in
  small groups to offer help, answer questions.
• OBSERVER Watching student performance and using
  it as a basis for useful guidance, feedback.
  Observing activities to see if they are
  successful.
• PARTICIPANT Joining activities, games,
  discussions as an equal member.

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Communicative Competence

• Language teaching in the United States is based
  on the idea that the goal of language acquisition
  is communicative competence the ability to use
  the language correctly and appropriately to
  accomplish communication goals. The desired
  outcome of the language learning process is the
  ability to communicate competently, not the
  ability to use the language exactly as a native
  speaker does.

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The WPPP Lesson Plan

• Warm-up (elicitation, lead-in) preparing the
  students to learn
• Establish the context or topic.
• Get students interested and talking about it.
• Find out what they know already, let them share
  information.
• Get them thinking about language related topic
  (How do you say that in English ?)

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The WPPP Lesson Plan

• Presentation (explanation) introducing new
  language, students understand, hear, say, see,
  write
• Present (or elicit) the new language using the
  context introduced in the warm-up stage. The
  meaning of the language should be clear from the
  context.
• Model the language, let the students hear it
  clearly.
• Get the students to repeat, emphasize
  pronunciation.
• Write the language on the board. Use any graphs
  or visuals that will facilitate understanding.
• State rules, give/elicit necessary explanations
  the shorter, the better.

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The WPPP Lesson Plan

• Practice using the language correctly.
• Students use the language in controlled exercises
  circling the correct answer, filling in the
  blanks, matching one answer only).
• As students understanding and ability improves,
  exercises become less controlled more than one
  answer, more student input.
• Emphasis is on accurate use of language it is
  appropriate for teacher to monitor students
  closely and point out errors.

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The WPPP Lesson Plan

• Production using the language freely.
• Students use the language in student-controlled
  activities role plays, discussions, interviews,
  group projects.
• Students are concentrating on the task more than
  the language.
• Emphasis is on fluency the teacher should save
  corrections for later.

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Task-based teaching

• Think about what you have heard about TBT and say
  how far you agree with the following statements
• Many people can operate effectively in a foreign
  language even though their grammar is limited and
  they make a lot of mistakes.
• Learners will not be able to do a task unless
  they have the right grammar.
• TBT accepts the importance of grammar.
• TBT is not suitable for learners who are
  preparing for an examination.
• You do not have to be a highly experienced
  teacher to use TBT effectively.
• You cannot do TBT unless your own English is
  completely fluent and accurate.
• TBT can be used to teach both the spoken and
  written language.
• Tasks are always done in pairs or groups.

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TBT Essentials

• www.eflvideos.net
• Speaking