PROCEDURES REFERENCES

As a proposal in CLT we can

found the Presentation-
Practice-Production (PPP)
which discuss the classroom
management and classroom
procedures: group, activities,
language game, role plays. ME T H O D O F
Fincchiaro & Brumfit Making suggestions: T E ACH I N G
 Presentation – Mini dialogs
CLT
 Oral practice Book chapters from Richards
& Rodgers, 2014,Approaches
 Questions and answers
and methods in language
 Study the expressions teaching (3rd ed.)

 Lerner discovery of generalizations

 Oral recognition

 Oral production activities

ASSLY LUCIA BERNAL

 Copying the dialogs
JOHAN MANUEL TRVIÑO

 Homework assignment http://www2.vobs.at/ludescher/

Alternative%20methods/ BA IN SPANISH AND FOREIGN LANGUAJES
 Evaluation
communicati- Instructor: Yamith José Fandiño Parra
ve_language_teaching.htm DIDACTICS FOR FOREIGN LANGUAJES
 COMMUNICATIVE
LANGUAGE TEACHING
Due to the worldwide increased
demand for language programs,
arose the development of
teaching English as a foreign
language.
The Movement known as Communicative Lan-
guage Teaching arose in 1960 with the changes
in the British language teaching tradition. Bri-
tish applied linguists emphasized on
inadequately addressed in current approaches
to language teaching at that time.
These changes require focus
in language teaching on
communicative proficiency.
With European independence, the need
to articulate and develop alternative met-
hods of language teaching.
The teaching of communicative language
seems an approach (and not a method)
that aims to make communicative
competence the objective of language
teaching and develop procedures for
teaching the four linguistic skills that
recognize the interdependence of langua-
ge and communication .
CLT APPROACH CLT DESING
The goal of language teaching is to de-
velop as communicative competence, a
person who acquires communicative
competence acquires both knowledge
and ability for language use with respect to
Objectives in CLT courses and materials
may relate to the general language learning
1. Whether (and to what degree) so-
goals. Piepho (1981) levels of objectives in a
mething is formally possible;
communicative approach:
2. Whether (and to what degree) so-
mething is feasible in virtue of the
1. An integrative and content level
means of implementation available;
(language as a means of expression)
3. Whether (and to what degree) so-
mething is appropriate (adequate, 2. A linguistic and instrumental level
happy, successful) in relation to a con- (language as a semiotic system and an
text in which it is used and evaluated; object of learning);
4. Whether (and to what degree) so-
3. An affective level of interpersonal
mething is in fact done, actually per-
relationships and conduct (language
formed, and what its doing entails.
as a means of expressing values and
judgments about oneself and others);
The communication principle:
Activities that involve real commu-
nication promote learning. 4. A level of individual learning needs
(remedial learning based on error
The task principle: Activities in which analysis);
language is used for carrying out meaning-
ful tasks promote learning.
5. A general educational level of extra-
linguistic goals (language learning
the meaningfulness principle: Language
within the school curriculum).
that is meaningful to the learner supports
the learn-ing process.