COMMUNICATIVE LANGUAGE TEACHING

COMMUNICATIVE LANGUAGE TEACHING

1. APROACH

   • THEORY OF LANGUAGE
     • THEORY OF LEARNING
       • COMMUNICATION PRINCIPLE: activities that involved real communication promote learning.
       • TASK PRINCIPLE: Activities in which language is used for carrying out meaningful tasks promote learning.
       • THE MEANINGFULNESS PRINCIPLE: Language that is meaningful to learner supports the learning process.
       • According to this theory, the acquisition of communicative competence in a language is an example of skill development, This involves both a cognitive and behavioral aspect.
     • CHOMSKY'S THEORY OF COMPETENCES
       • characterized the abstract abilities speakers possess that enable them to produce grammatically correct sentences.
     • HYMES'S THEORY OF COMMUNICATIVE COMPETENCES
       • Linguistic theory needed to be seen as part of more general theory incorporating communication and culture..
       • What a speaker needs to know in order to be communicatively competent in a speech community
     • HENRY WIDDOWSON
       • He focused on the communicative acts underlying the ability to use language for different purposes
         • Grammatical Competence
         • Sociolinguitic Competence
         • Discourse Competece
         • Strategic Competence

2. METHOD

   • OBJETIVES
     • 1. An integrative and content level.
     • 2. A linguistic and instrument level.
     • 3. An affective level.
     • 4. A level of individual learning.
     • 5. A general educational level of extra-linguistic goals.
     • SYLLABUS
       • Classification of communicative syllabus types
         • Structures plus functions.
         • Structural, functional, instrumental.
         • Task-based.
         • Learner-generated.
         • Notional.
         • interactional.
         • These objectives are organized into learning areas, for each of which are specified a number of outcome goals or products.
           • LEARNING AND TEACHING ACTIVITIES
             • FUNCTIONAL COMMUNICATION: Include task where learners can comparing some pictures and noting similarities and differences.
             • SOCIAL INTERACTION: Include conversation and discussion sessions, dialogues and role plays, simulations, skits,improvisations, and debates.
             • LEARNER ROLES
               • TEACHER ROLES
                 • THE ROLE OF INSTRUCTIONAL MATERIALS
                   • TEXT-BASED MATERIALS: Include textbooks designed to direct and support communicative language teaching.
                   • TASK-BASED MATERIALS: Include a variety of games, role plays, simulation and task-based communicative activities Have Been prepared to support CLT.
                   • REALIA: Proposes the use of "authentic" "from-life" materials in classroom; Include signs, magazines, advertisement, in newspaper, or graphic and visual sources around communicative activities.
                 • The first role is facilitate the communication process between all participant in the classroom.
                 • The second role is to act as an independent participant within the learning-teaching group.
                 • The third role is to research and learn new things to bring new terms and have appropriate knowledge.
               • Learner learn to see that failed communication is a joint responsibility and not fault of speaker or listener. Successful communication is an accomplishment jointly achieved and acknowledged

3. PROCEDURE

   • WHY: Because communicative principles can be applied to teaching of any skill,at any level, and because of the wide variety of classroom activities and exercises types discussed in literature on communicative language teaching.
     • HOW: Professor teaching process should be through the activities proposed in the Language comminucatoive teaching process so carrying a pre-communicative and communicative activities and social interaction activities.
   • FEEDBACK