CLT

CLT

1. APPROACH

   • Theory of language
     • Hymes coined this term in order to contrast a communicative view of language and Chomsky’s theory of competence.
     • The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence.”
     • For Chomsky, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language.
   • theory of learning
     • One such element might bedescribed as the communication principle: Activities that involve real communication promote learning.
     • A third element is the meaningfulness principle: Language that is meaningful to the learner supports the learning process.
     • A second element is the task principle: Activities in which language is used for carrying out meaningful tasks promote learning.

2. MATERIALS & ACTIVITIES

   • Objetive
     • LT will reflect the particular needs of target learners
     • needs may be in the domains of reading, writing, listening or speaking abilities
   • Types of learning & teaching activities
     • Learner roles
       • ICC
         • - Intercultural speaker capable of noticing and establishing relationships between his own cultural beliefs, behaviours and meanings and those of his interlocutor’s language. - 'Make the strange familiar and the familiar strange.’ - Share their knowledge with each other and discuss their opinions.
       • CLIL
         • - Interact and negotiate meanings. - Actively engage in cognitively demanding tasks. - Work in pairs or small groups.
       • CLT
         • Participate in classroom activities based on cooperative learning.
     • Teacher roles
       • CLT
         • - Participant and guide. -Resource and needs analyst. - Monitor.
       • ICC
         • - Develop skills, attitudes and awareness of values just as much as to develop a knowledge of a particular culture or country. -Help learners ask questions and to interpret answers. -Encourage learners’ awareness of their own abilities in intercultural competence.
       • CLIL
         • - Scaffolds activities so that learners can manage to do them. - Feedback provider.
     • Excercises enable learners to attain the communicative objectives of the curriculum, engage learners in communication. Use of such communicative processes as information sharing, negotiation of meaning and interaction. Classroom activities designed to focus on completing tasks mediated through language or involve negotiation of information and information sharing.
   • The syllabus
     • Council of Europe Modern Language Project-1971 based on current theoretical thinking on language & learning
     • Threshold level -1975
     • expanded and developed into a syllabus describing objectives of FL courses for Europeans
   • Intructional materials rols
     • There are numerous textbooks designed to direct and support Communicative Language Teaching.
     • Some of these are in factwritten around a largely structural syllabus, with slight reformatting to justify their claims to be based on a communicative approach.
     • Their tables of contents sometimes suggest a kind of grading and sequencing of language practice not unlikethose found in structurally organized texts.

3. LESSONS

   • CLT
     • Focus greater attention on diversity among learners and view these differences as resources to be recognized, catered to, and appreciated.
   • CLIL
     • Many CLIL lessons expose students to different cultures and perspectives.
   • ICC
     • - Develop learners as intercultural speakers or mediators who are able to engage with complexity and multiple identities and to avoid the stereotyping which accompanies perceiving someone through a single identity. - Perceive the interlocutor as an individual whose qualities are to be discovered, rather than as a representative of an externally ascribed identity.

4. COMUNICATIVE COMPETENCE

   • CLT
     • - Make real communication the focus of language learning. -Interaction between the learner and users of the language.
   • ICC
     • - Acquire not just grammatical competence but also the knowledge of what is ‘appropriate’ language. - Native and nonnative speaker interactions, as well as nonnative and nonnative speaker interactions
   • CLIL
     • - Master both language and content simultaneously. -Meaningful, purposeful interaction.

5. BACKGROUND

   • Humanistic methods
     • CLL
     • Silent way
     • Suggestopedia
     • Concern
       • Cognitive Facet Emociotional facet
       • Teacher: Facilitator subordination of teaching to learning
       • Process view of learning VS Product view
   • Current models
     • Situational language teaching in Britan
     • Audiolingualism in the USA
   • More traditional methods
     • Advocated an overt focus on structure but ignore language as a means of communication

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