Communicative language

Teaching

Principles and Application for the

Classroom
Background
 Traditionally language learning has been
teacher-centered.
 Students memorized and recited words and
script.
 CLT is student-centered. It puts more
emphasis on the ability to convey meaning.
Change of Goals
 In recent years there have been marked
changes in the goals of language teaching.
 The goal has changed from being accurate in
the target language to being able to
communicate effectively in the target
language.
 Linguistic competence vs. communicative
competence.
5 Features of CLT
 An emphasis on learning to communicate through interaction in
the target language.
 The introduction of authentic texts into the learning situation.
 The provision of opportunities for the learners to focus, not only
on language but also on the learning process itself.
 An enhancement of the learner’s own personal experiences as
important contributing elements to classroom learning.
 An attempt to link classroom language learning with language
activation outside the classroom. -Nunan 1991
Model Lesson: Slang
 Objective: Students will be able to: understand and
use slang in authentic communicative situations.
 Review: What do students already know about slang.
 Present: Introduce new words and go over their
meaning.
 Practice: Do controlled activities using activity sheet.
 Produce: Students create and practice role playing
within the context given by the teacher.
 Assess
Reviewing Principles
 What are the goals of the teacher who uses CLT?
 What is the role of the teacher? What is the role of the
students?
 What are some of the characteristics of the teaching/learning
process?
 What is the nature of the student-teacher interaction? What is
the nature of the student-student interaction?
 How are the feelings of the students dealt with?
 How is language viewed? How is culture viewed?
 What areas of language are emphasized? What skills are
emphasized?
 What is the role of the students’ native language?
 How is evaluation accomplished?
 How does the teacher respond to student errors?
What is the role of the students native
language?
 Judicious use of the mother tongue is
permitted in CLT.
What areas of language are emphasized? What
skills are emphasized?

 Function over form

 Students work with the language at the
discourse level.
 Students work on all four skills.
What are the goals of the teacher
who uses CLT?
 The goal is to enable students to
communicate in the target language. To do
this students need knowledge of the
linguistics forms, meanings and functions
What is the role of the teacher?
What is the role of the students?
 The teacher facilitates communication in the
classroom.
 Students are seen as more responsible
managers of their own learning.
What are some of the characteristics of the
teaching/learning process?
 Almost everything that is done is with a
communicative intent.
 Students use the target language a great deal
through communicative activites.
 In communication the speaker chooses what
he/she will say. It is spontaneous.
 True communication is purposeful.
 Emphasis on group work.
What is the nature of the student-teacher
interaction? What is the nature of the
student-student interaction?
 Teacher establishes situations that prompt
communication between students.
 Sometimes the teacher is a facilitator,
sometimes a co-communicator.
 Students interact a great deal with each
other. They do this in a variety of
configurations.
How are students’ feelings dealt
with?
 By learning to communicate students will be
more motivated to study the target language
since they will feel they are putting the
language to use.
How is language viewed? How is
culture viewed?
 Language is for communication.
 Culture is the everyday lifestyle of the people
who use the language.
How is evaluation accomplished?
 Teacher evaluates not only students accuracy
but also their fluency.
 Teacher can informally evaluates students
while performing role as facilitator and co-
communicator.
 Teacher can use integrative test which has a
real communicative function.
How does the teacher respond to
student errors?
 Errors are tolerated during fluency-based
activities.
 Errors are seen as a natural outcome in
development of communication.
 Teachers may note errors during fluency
based activities and return to them later with
an accuracy-based activity.