9168112
Beschreibung
Mindmap von Alejandra Elizabeth Benavides Lopez, aktualisiert more than 1 year ago
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Erstellt von Alejandra Elizabeth Benavides Lopez
vor mehr als 8 Jahre
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Communicative Language Teaching
- The origins of Communicative Language Teaching are
found in the changes in the British language teaching
tradition in the late 1960s
- Situational Language Teaching
represented the major approach to
teaching English as a foreign language.
- CLT is that it pays systematic attention
to functional as well as structural
aspects of language.
- APPROACH
- Theory of
Language
- The communicative Approach in
language teaching starts from a
theory of language as communication.
- In Hymes's view, knowledge and ability
for language use with respect to
- 1. Whether something is formally possible.
2.Whether something is feasible.
3.Whether something is appropriate in
relation to a context. 4.Whether something
is in fact done, actually performed.
- 1. Whether something is formally possible.
2.Whether something is feasible.
3.Whether something is appropriate in
relation to a context. 4.Whether something
is in fact done, actually performed.
- Seven basic functions that language
performs for children learning their
first language.
- 1. Instrumental function. 2.Regulatory
function. 3.Interactional function. 4.Personal
function. 5.Heuristic function. 6.Imaginative
function. 7.Representational function.
- 1. Instrumental function. 2.Regulatory
function. 3.Interactional function. 4.Personal
function. 5.Heuristic function. 6.Imaginative
function. 7.Representational function.
- An influential analysis of communicative
competence was found in Canale & Swain
(1980), in which four dimensions of
communicative competence are identified:
- >Grammatical competence,
>Sociolinguistic competence,
>Discourse competence,
>Strategic competence.
- >Grammatical competence,
>Sociolinguistic competence,
>Discourse competence,
>Strategic competence.
- Characteristics of this
communicative view of
language follow
- 1. Language is a system. 2. Interaction
and communication.. 3,Funtional and
communicative uses. 4.. Grammatical
and structural features.
- 1. Language is a system. 2. Interaction
and communication.. 3,Funtional and
communicative uses. 4.. Grammatical
and structural features.
- The communicative Approach in
language teaching starts from a
theory of language as communication.
- Theory of
Learning
- Elements of an underlying
learning theory.
- >The communication principle, >The
task principle, >The meaningfulness
principle.
- >The communication principle, >The
task principle, >The meaningfulness
principle.
- Elements of an underlying
learning theory.
- Theory of
Language
- DESIGN
- Objectives
- >An integrative and content level >A
linguistic and instrumental level >An
affective level of interpersonal
relationships and conduct >A level of
individual learning needs >A general
educational level of extra-linguistic goals.
- >An integrative and content level >A
linguistic and instrumental level >An
affective level of interpersonal
relationships and conduct >A level of
individual learning needs >A general
educational level of extra-linguistic goals.
- Syllabus
- One of the first syllabus models to be
proposed was described as a notional
syllabus (Wilkins, 1976), which specified
the semantic- grammatical categories and
the categories of communicative function
that learners need to express.•
- Communicative
syllabus types.
- 1. Structures plus functions. 2.Functional
spiral around a structural core.
3.Structural, functional, instrumental.
4.Functional. 5.Notional. 6.Interactional.
7.Task-based. 8.Learner-generated.
- 1. Structures plus functions. 2.Functional
spiral around a structural core.
3.Structural, functional, instrumental.
4.Functional. 5.Notional. 6.Interactional.
7.Task-based. 8.Learner-generated.
- One of the first syllabus models to be
proposed was described as a notional
syllabus (Wilkins, 1976), which specified
the semantic- grammatical categories and
the categories of communicative function
that learners need to express.•
- Types of learning and
teaching activities
- The range of exercise types and
activities compatible with a
communicative approach is unlimited.
- Exercises enable learners to attain communicative objectives of
the curriculum, engage Ss in communication, require the use of
communicative processes like information sharing, negotiation
of meaning, and interaction.
- Classroom activities are often designed to focus on
completing tasks that are mediated through language or
involve negotiation of information and information sharing.
- The range of exercise types and
activities compatible with a
communicative approach is unlimited.
- Learner roles
- The learner is a negotiator .
- The implication is that the learner should contribute as
much as he gains, and learn in an interdependent way.
- The learner is a negotiator .
- Teacher roles
- Teachers assumed the role of need analyst,
counselor, and group process manager.
- Teachers assumed the role of need analyst,
counselor, and group process manager.
- Instructional materials role.
- >Text-Based materials, > Task-Based materials,
>Realia.
- >Text-Based materials, > Task-Based materials,
>Realia.
- Objectives
- PROCEDURE
- The methodological procedures reflect a sequence of
activities represented as follows: >Pre- Communicative
Activities >Communicative Activities.
- Group activities, Language games, Role plays.
- The methodological procedures reflect a sequence of
activities represented as follows: >Pre- Communicative
Activities >Communicative Activities.
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