Method or approach?

CLT advocates avoided prescribing the set of practices

through which these principles could best be realized, thus putting CLT clearly on the approach rather than the method end of the spectrum.
Rodgers T. (2001) Language Teaching Methodology. Online Resources: Digests September 2001. Issue Paper

 It has had a tremendous impact on the teaching of

English worldwide and regards language as communication tools and sets the goal of language teaching as communicative competence, a term first coined by Hymes (1971)

GOALS OF LANGUAGE TEACHING

COMMUNICATIVE COMPETENC

WHAT DOES COMMUNICATIVE COMPETENCE MEAN? Go to page 3

TENETS OF CLT
Communication should be cognitively and affectively

meaningful. Reception precedes production. Input should be comprehensible (i+1) For communication to take place, students are supposed to negotiate meaning (emphasis on pair work/group work) . All four skills are given equal attention. The use of authentic material is strongly encouraged. Units are planned around functions. Grammar is a means to an end not an end itself and it is taught inductively. Students must not feel threatened. Errors are part of the learning process.

LANGUAGE LEARNING
Interaction between the learner and the users of the

language Collaborative creative meaning Negotiation of meaning as the learner and his/her interlocutor arrive at an understanding Paying attention to the language one hears and incorporating new language Trying out and incorporating new ways of saying things

MEANINGFUL PRACTICE
Students are required to make meaningful choices A real communicative context is the focus Real information is exchanged

ACTIVITIES
Task completion activities: puzzles, games, map

reading. Focus: use ones language resources to collect information Information gathering: surveys, questionnaires, interviews, searches. Focus: use acquired linguistic resources to collect information Information- transfer activities: these require learners to take information that is presented in one form, and represent it in a different form. Read instructions to get from A to B , and then draw a map showing the sequence, read information about a subject and represent it as a a graph.

 Reasoning gap-activities: these involve deriving

some information from a given information through a process of inference, practical reasoning, etc. Ex. Working out a teachers (parents, friends) timetable on the basis of a given class timetable. Role-plays: activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.

BIBLIOGRAPHY
Richards, J. C. & Rogers, T. S. (1986). Approaches and

methods in language teaching: A description and analysis. Cambridge, UK: Cambridge University Press. Rogers, T. (2001) Language teaching methodology, online resource (http://www.cal.org/resources/digest/rodgers.html), Sep. 2001.