clt

Communicative Language Teaching

This approach started because focuses the necessity in language teaching rather than only mastery structures.

Here the learner needs to understand and express rather than describe the core of language through concepts of grammar or vocabulary.

It’s important to say that the approach aims to:

·         Develop procedures for teaching 4 skills in order to interpretate the language communication

·         Make communicative competence the desired goal of language teaching.

  Communicative Language Teaching                vs           Audio-lingual method

In audio-lingual method, works with dialogues, which are essentially memorized, there learning is learning structures, sounds or words; in contrast in CLT, if dialogues are used this don’t be memorized, language learning is learnt to communicate.

In audio-lingual method, drilling is the principal technique; in CLT drilling may occur rarely.

Audio-lingual method asserts that reading and writing are deferred till speech is mastered; in CLT reading and writing can start from the first moment.

In audio-lingual method, linguistic competence is the desired goal, in CLT the communicative competence is the desired goal.

Teacher’s role

·         In audio-lingual method, teachers only controlled learners and prevents them from doing anything that conflicts the theory

·         The teacher acts as an independent participant in the classroom

Learner’s role

·         Students are expected to interact with other people, this could be developed through forming team works or pair work

Theory of learning

Essentially works with activities involving real communication.

Use three kinds of materials:

1.    Text based

2.    Task based.- games/ role plays

3.    Realia.- signs/ magazines/ advertisements/ news papers

In Hyme’s view a person who acquires communicative competence acquires the knowledge and the ability for language use.

Key element:

Learning by doing.

Iridian Campos García