OMMUNICATIVE LANGUAGE LEARNING How does the teacher start the lesson? Greets the students.

The teacher has a short talk with students.

How is the movement of the teacher in the classroom? Stay back when necessary.

Are the students active or passive? Active.

Does the teacher use real objects, pictures etc? She is not forced. If she wants she uses.

Does the teacher correct student errors? How? She corrects student' errors in 2 ways: student has to realize the error, Student turns on the human computer.

Does the teacher give rules explicitly or implicitly? Explicitly. The students feel secure that they learn the truth.

Does the teacher use L1 or L2 as classroom language? L1 is used for instructions of activities. Meaning can be made clear. For security. In Silent Way they don't use L1 they can use it at the feedback sessions.

Is the teacher friendly? Yes.

Which skill does the teacher heavily emphasize? Listening and speaking. (Communication) listening is used as tool for two things: understanding, error correction (reflective listening)

Which language area is more emphasized? Grammar or vocabulary? Vocabulary, but they are more or less the same.

Does the teacher provide the learners with enough examples and exercises? The teacher provides the chance for the students to produce examples. The students give examples. The students are the center.

Does the teacher emphasize pronunciation? Yes.

For which level or age group do u think this method can be appropriate and for what purpose? Adult beginner.

Reviewing the Principles The principles of each approach are organised below by answering the ten questions. Not at all the questions are addressed by each approach. All the questions, however, are listed so that it'll be easier for you to make comparisons among the approaches.

What are the goals of teachers who use methods based on this approach? Communication, make students responsible for learning, consider a student as a whole person (motivation, -interaction/relation, -intelligence, -feelings, -abilities, -needs.) Teacher wants their students to learn how to use the T.L. communicatively.

What is the role of the teacher? What is the role of the students? Teacher: counsellor, understands, guides, gives feedback, supports, helps, teaches

Student: client, follows, learns, explores, criticises him/herself, trusts

What are the some characteristics of the teaching / learning process? I- Security

a) use of L1

b) not teacher fronted

c) instruction

d) trust in teacher

II- Aggression

Students are eager, aggressive to learn, they participate in activities. They are volunteer and initiator.

III- Attention

Do one thing at a time.

IV- Reflection

In this stage the student only understands if s/he does wrong or right.

a) Reflect critical thinking. You are criticising your production, your speech.

b) Experience. (learning) feedback sessions: feelings, you r always observing yourself.

V- Retention

The integration of the new material into student brain means intake, real learning. This is done by using language.

VI- Feedback sessions

Observing our mistakes. a) talk-taped recorded, b) transcribed, c) the teacher reads the transcription, the students have the chance to criticize their own production. The students find out where the actual difference is. E.g: "there is a dog." The student tells it as "there is an dog'. In reflection the students hear it from the teacher. The teacher starts to practice with Human Computer. He discriminate the mistake and correct. First realize specific mistakes in speech and then correct it by using human computer.

VII- Discrimination

The students find out where the actual difference is. E.g. there is a dog. Student says "there is an dog".

What is the nature of students - teacher interaction? What is the nature of student - student interaction? Teacher - student centred. Both of them considered as a whole person.

T/S presentation

S/S activities (group), practice

S/T human computer, feedback sessions, eliciting (take the info from students by prompting. The teacher doesn't give the info.)

How are the feelings of the students dealt with? Secure, non-defensive, all the features in teacher's role.

How is the language viewed? How is the culture viewed? Language is for communication and culture is integrated into the language.

What areas of language emphasized? What language skills are emphasized? Pronunciation, speaking but all of the skills emphasized. Pronunciation is worked from the beginning

What is the role of the students' native language? For security of the students L1 is used. To make the meaning clear and it allows students to combine the T.L. in different ways and create new sentences. While the stuedent is expressing their feeling about.

How is the evaluation accomplished? Overall evaluation: communication is more important than form. Discrete point evaluation: each of them evaluating different skill. E.g. Judy.......(go) to school yesterday. ( 4 metod-W, S, I, R 1 soru hepsini kapsyorsa = discrete point evaluation)

How does the teacher respond to students' errors? The student have to understand that s/he had an error. Non-threating. Actual responsibility of error correction is on the student, not on the teacher. The teacher just interfere when a student asks.

The students create the material.

ngilizce retmenleri in | Metodlar

Community language learning Submitted by TE Editor on 28 June, 2004 - 13:00 Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1. The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.

How it works in the classroom Stage 1- Reflection Stage 2 - Recorded conversation

Stage 3 - Discussion Stage 4 - Transcription Stage 5 - Language analysis Length of stages For and against CLL Working with monolingual or multilingual classes Working with large classes Conclusion

How it works in the classroom In a typical CLL lesson I have five stages:

Stage 1- Reflection I start with students sitting in a circle around a tape recorder to create a community atmosphere.

The students think in silence about what they'd like to talk about, while I remain outside the circle. To avoid a lack of ideas students can brainstorm their ideas on the board before recording.

Stage 2 - Recorded conversation Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English.

With higher levels if the students feel comfortable enough they can say some of it directly in English and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence.

It's best if you can use a microphone as the sound quality is better and it's easier to pick up and put down. Here they're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded.

Stage 3 - Discussion Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt more comfortable speaking aloud than they might do normally.

This part is not recorded.

Stage 4 - Transcription Next they listen to the tape and transcribe their conversation. I only intervene when they ask for help.

The first few times you try this with a class they might try and rely on you a lot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves.

Stage 5 - Language analysis I sometimes get students to analyse the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.

In this way they are totally involved in the analysis process. The language is completely personalised and with higher levels they can themselves decide what parts of their conversation they would like to analyse, whether it be tenses, lexis or discourse.

With lower levels you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription.

Length of stages The timing will depend entirely on the class, how quickly they respond to CLL, how long you or they decide to spend on the language analysis stage and how long their recorded conversation is. Be careful however that the conversation isn't too long as this will in turn make the transcription very long

For and against CLL

Pros

Learners appreciate the autonomy CLL offers them and thrive on analysing their own conversations. CLL works especially well with lower levels who are struggling to produce spoken English. The class often becomes a real community, not just when using CLL but all of the time. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team. Cons

In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity. We as teachers can find it strange to give our students so much freedom and tend to intervene too much. In your efforts to let your students become independent learners you can neglect their need for guidance.

Working with monolingual or multilingual classes I have used CLL with both monolingual and multilingual classes and found that it works well with both. With the multilingual low-level classes I, as the teacher-counsellor, reformulated their English in the

same way you might do with higher levels. However, the first few attempts at CLL work better with a monolingual class as the instructions can be given in L1. It's important that the learners understand their and your new roles in the language learning process.

Working with large classes For the first lesson it's important to record the conversation as a whole class even though this can limit student-speaking time. It's more practical in terms of giving instructions before you start and for moving from one student to another when they need you to translate or reformulate what they want to say. The next time you use CLL however, you could split the class into two groups. This gives them more speaking time.

Make sure the groups are far enough away from each other for the recording stage but not so far that you can't move freely from one group to another. A further alternative is that they swap tapes for the transcription stage. The language is obviously less personalised but their listening skills are being challenged in a different way and they still feel part of a whole class community.

Conclusion Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer-correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.

Once you have tried CLL with your class, it's a good idea to evaluate the method. Here are some possible questions you could ask.

Download evaluation task.pdf

Community language learning

Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1. The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.

How it works in the classroom Stage 1- Reflection Stage 2 - Recorded conversation Stage 3 - Discussion Stage 4 - Transcription Stage 5 - Language analysis Length of stages For and against CLL Working with monolingual or multilingual classes Working with large classes Conclusion

How it works in the classroom

In a typical CLL lesson I have five stages:

Stage 1- Reflection I start with students sitting in a circle around a tape recorder to create a community atmosphere.

The students think in silence about what they'd like to talk about, while I remain outside the circle. To avoid a lack of ideas students can brainstorm their ideas on the board before recording.

Stage 2 - Recorded conversation Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English.

With higher levels if the students feel comfortable enough they can say some of it directly in English and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence. It's best if you can use a microphone as the sound quality is better and it's easier to pick up and put down. Here they're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded.

Stage 3 - Discussion Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt more comfortable speaking aloud than they might do normally.

This part is not recorded.

Stage 4 - Transcription Next they listen to the tape and transcribe their conversation. I only intervene when they ask for help.

The first few times you try this with a class they might try and rely on you a lot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves.

Stage 5 - Language analysis I sometimes get students to analyse the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.

In this way they are totally involved in the analysis process. The language is completely personalised and with higher levels they can themselves decide what parts of their conversation they would like to analyse, whether it be tenses, lexis or discourse. With lower levels you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription.

Length of stages The timing will depend entirely on the class, how quickly they respond to CLL, how long you or they decide to spend on the language analysis stage and how long their recorded conversation is. Be careful however that the conversation isn't too long as this will in turn make the transcription very long

For and against CLL

Pros

Learners appreciate the autonomy CLL offers them and thrive on analysing their own conversations. CLL works especially well with lower levels who are struggling to produce spoken English. The class often becomes a real community, not just when using CLL but all of the time. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team. Cons

In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity. We as teachers can find it strange to give our students so much freedom and tend to intervene too much. In your efforts to let your students become independent learners you can neglect their need for guidance.

Working with monolingual or multilingual classes I have used CLL with both monolingual and multilingual classes and found that it works well with both. With the multilingual low-level classes I, as the teacher-counsellor, reformulated their English in the same way you might do with higher levels. However, the first few attempts at CLL work better with a monolingual class as the instructions can be given in L1. It's important that the learners understand their and your new roles in the language learning process.

Working with large classes For the first lesson it's important to record the conversation as a whole class even though this can limit student-speaking time. It's more practical in terms of giving instructions before you start and for moving from one student to another when they need you to translate or reformulate what they want to say. The next time you use CLL however, you could split the class into two groups. This gives them more speaking time.

Make sure the groups are far enough away from each other for the recording stage but not so far that you can't move freely from one group to another. A further alternative is that they swap tapes for the transcription stage. The language is obviously less personalised but their listening skills are being challenged in a different way and they still feel part of a whole class community.

Conclusion Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer-correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.

Once you have tried CLL with your class, it's a good idea to evaluate the method. Here are some possible questions you could ask.

Download evaluation task.pdf

Further Reading Charles A. Curran is the name most associated with CLL. He was a priest and psychologist who derived his ideas from 'Counselling Learning', a humanistic concept introduced by Carl Rogers in the 1950s. CLL has been categorised alongside The Silent Way and Suggestopedia because of its humanistic tendencies.

Summary of Principles in Language Teaching

Provided by Dr. Bill Flick, Director of ESL at Auburn

Grammar-TranslationDirect MethodAudio-LingualMethodSilent WaySuggestopedia1. Goals Read literaturein L2. Developmind. Learngrammar,vocabulary, andculture.Communication.Think in L2.Directassociation inL2 withouttranslation.Communication.Automaticity bylearning newhabits.Selfexpression of Ss;independencefrom T.EverydayComm. Tap Ssmental powers by desuggesting barriers tolearning. 2. Role of theteacher/student Traditional. Tis the authority.Ss learn fromthe T.T-centered.T directs.T-centered. T provides modelof L2 for imitation.T asfacilitator,resource, provides whatSs need.S must trust andrespect T asauthority. Ssadopt childlikeroles once theyfeel secure. 3. Teaching/LearningProcess? Translation.Deductivestudy of grammar.Memorizevocabulary.Associate L2and meaningdirectly in realcontext.Use L2 only.Inductivegrammar.Syllabus basedon topics/situations. New grammar and vocabularythroughdialogues.Drills.Inductivegrammar.Learning ishabit formation.Ss guided todiscover thestructure of L2. Initialfocus onaccurate pronunciation.Relaxingatmosphere,music, activatewhole brain + peripherallearning.Reception thenactivation phase. 4. Nature of student/teacher interaction T to S.Both initiateinteraction.Some S/Sinteraction.T-directed.S/S in drills.T active, butmostly silent.S/Sinteractionencouraged.T/S and S/Sinteraction from beginning. 5. How arestudentsfeelingsdealt with? N.A.N.A.N.A.Positivefeelingsencouraged,also S/Scooperation.Focus onconfidence andsense of securityvia suggestions. 6. View of language/culture? Literarylanguage over spokenlanguage.Spokenlanguage over written.Language assystem of patterns/units.Simple tocomplex.Languageexpresses thespirit of aculture.Communicationas a 2-phase process:language +extra- linguisticfactors. 7. Whatlanguageskills areemphasized? Vocabulary/grammar.Reading/writing.Vocabulary over grammar.Focus oncommunication.Structureimportant.Listen-speak-read-write.Pronunciation& intonation.Structure.Oral beforewritten.Vocabulary.Explicit butminimalgrammar.Language useover linguisticform. 8. Role of thenativelanguage?

L1 inclassroom.Two-waytranslation. Not used.L1 habitsinterferewith L2. AvoidL1.Used to formsounds in L2and for feedback.Otherwise notused.L1 used intranslation of dialogues. Ascourse proceeds,L1 reduced. 9. How doesevaluationoccur? Writtentranslations.Apply grammar rules.Use of language(interview).Discrete pointtesting for accuracy.Continuousobservation.Ss developtheir owncriteria.In-class performance. 10. Treatmentof errors? T suppliescorrect answer.Self-correction.Avoid errors byoverlearning.Self-correction; peer correction. No overtcorrectionModelledcorrectly. 11. Associatedwith whom? MosesFrancois Gouin,Charles BerlitzCharles FriesCalebGattegnoGeorgi Lozanov CommunityLanguage LearningTotal PhysicalResponseNatural ApproachCommunicativeLanguage Teaching1. Goals Communication.Promotenondefensivelearning.Communication.Learning L1=learning L2.Communicativecompetence. Facilitateacquisition by providingcomprehensible input(i+1).Communication insocial context.Appropriacy.Functionalcompetence. 2. Role of theteacher/student? Counselor/client. AsS assumes moreresponsibility, becomes independentof T.Director. T providesmodel of L2 for imitation. Later rolereversal.T as facilitator. Primaryresponsibility is with S.Facilitator. Manager of learning activities.Promotescommunication amongSs. 3. Teaching/LearningProcess Security, aggression,attention, reflection,retention,discrimination. Ssinitiate speech in L1,T supplies L2.Comprehension before production.Modelling by Tfollowed by performance.Comprehension before production. Developingmodel approximates L2(L1, . . . L2). Gradualemergence of speech.Task oriented.Ss learn tocommunicate bynegotiating meaning inreal context.Activities includeinformation gap,choice, feedback. 4. Nature of student/teacherinteraction? Changes over time.Importance placed oncooperativerelationship betweenT/S and S/S.T speaks, Ssrespondnonverbally. Later,Ss verbalize.S-centered. Bothinitiate interaction. S/Sinteraction in pair andsmall group activities.T arranges tasks for communication. S/Sinteraction. ?5. How arestudentsfeelings dealtwith

S viewed as whole person, no separationof intellect andfeelings. T"understands Ss.Ss have fun in anonstressfulsituation.Affective factors over cognitive factors.Optimal learner has lowaffective filter.Ss are motivated tolearn thru usefulnessof language functions 6. View of language/culture? Language for developing criticalthinking. Cultureintegrated withlanguage.Spoken over written.Language as a tool for communication.Language function over linguistic form.Language in socialcontext, for communication. 7. What skillsare emphasized? Ss determine syllabus by what they what tosay.Grammar andvocabulary (initiallyvia imperatives).Comprehension precedes production.Vocabulary over grammar. Function over form. Comprehensioneearlyproductionsspeech emergence.Function over form.Discourse andsociolinguisticcompetence + all 4skills. 8. Role of L1? Used in the beginning, less inlater stages. Not used.L1 can be used in preproduction(comprehension)activities.Generally not used. 9. How doesevaluationoccur? Integrative tests.Self-evaluation.By observation.Communicativeeffectiveness. Fluencyover accuracy. Task oriented.Communicative tests.Fluency and accuracy. 10. Treatment of errors? Nonthreatening.Correction bymodelling.Unobtrusivecorrection. No error correctionunless errors interferewith communication. No error correctionunless errors interferewith communication. 11. Associatedwith whom? Charles CurranJames AsherTracy Terrell, StephenKrashenVarious.

Summary of Principles in Language Teaching

Provided by Dr. Bill Flick, Director of ESL at Auburn Grammar-TranslationDirect MethodAudio-LingualMethodSilent WaySuggestopedia1. Goals Read literaturein L2. Developmind. Learngrammar,vocabulary, andculture.Communication.Think in L2.Directassociation inL2 withouttranslation.Communication.Automaticity bylearning newhabits.Selfexpression of Ss;independencefrom T.EverydayComm. Tap Ssmental powers by desuggesting barriers tolearning.

2. Role of theteacher/student Traditional. Tis the authority.Ss learn fromthe T.T-centered.T directs.T-centered. T provides modelof L2 for imitation.T asfacilitator,resource, provides whatSs need.S must trust andrespect T asauthority. Ssadopt childlikeroles once theyfeel secure. 3. Teaching/LearningProcess? Translation.Deductivestudy of grammar.Memorizevocabulary.Associate L2and meaningdirectly in realcontext.Use L2 only.Inductivegrammar.Syllabus basedon topics/situations. New grammar and vocabularythroughdialogues.Drills.Inductivegrammar.Learning ishabit formation.Ss guided todiscover thestructure of L2. Initialfocus onaccurate pronunciation.Relaxingatmosphere,music, activatewhole brain + peripherallearning.Reception thenactivation phase. 4. Nature of student/teacher interaction T to S.Both initiateinteraction.Some S/Sinteraction.T-directed.S/S in drills.T active, butmostly silent.S/Sinteractionencouraged.T/S and S/Sinteraction from beginning. 5. How arestudentsfeelingsdealt with? N.A.N.A.N.A.Positivefeelingsencouraged,also S/Scooperation.Focus onconfidence andsense of securityvia suggestions. 6. View of language/culture? Literarylanguage over spokenlanguage.Spokenlanguage over written.Language assystem of patterns/units.Simple tocomplex.Languageexpresses thespirit of aculture.Communicationas a 2-phase process:language +extra- linguisticfactors. 7. Whatlanguageskills areemphasized? Vocabulary/grammar.Reading/writing.Vocabulary over grammar.Focus oncommunication.Structureimportant.Listen-speak-read-write.Pronunciation& intonation.Structure.Oral beforewritten.Vocabulary.Explicit butminimalgrammar.Language useover linguisticform.

8. Role of thenativelanguage? L1 inclassroom.Two-waytranslation. Not used.L1 habitsinterferewith L2. AvoidL1.Used to formsounds in L2and for feedback.Otherwise notused.L1 used intranslation of dialogues. Ascourse proceeds,L1 reduced.

9. How doesevaluationoccur? Writtentranslations.Apply grammar rules.Use of language(interview).Discrete pointtesting for accuracy.Continuousobservation.Ss developtheir owncriteria.In-class performance. 10. Treatmentof errors? T suppliescorrect answer.Self-correction.Avoid errors byoverlearning.Self-correction; peer correction. No overtcorrectionModelledcorrectly. 11. Associatedwith whom? MosesFrancois Gouin,Charles BerlitzCharles FriesCalebGattegnoGeorgi Lozanov CommunityLanguage LearningTotal PhysicalResponseNatural ApproachCommunicativeLanguage Teaching1. Goals Communication.Promotenondefensivelearning.Communication.Learning L1=learning L2.Communicativecompetence. Facilitateacquisition by providingcomprehensible input(i+1).Communication insocial context.Appropriacy.Functionalcompetence. 2. Role of theteacher/student? Counselor/client. AsS assumes moreresponsibility, becomes independentof T.Director. T providesmodel of L2 for imitation. Later rolereversal.T as facilitator. Primaryresponsibility is with S.Facilitator. Manager of learning activities.Promotescommunication amongSs. 3. Teaching/LearningProcess Security, aggression,attention, reflection,retention,discrimination. Ssinitiate speech in L1,T supplies L2.Comprehension before production.Modelling by Tfollowed by performance.Comprehension before production. Developingmodel approximates L2(L1, . . . L2). Gradualemergence of speech.Task oriented.Ss learn tocommunicate bynegotiating meaning inreal context.Activities includeinformation gap,choice, feedback. 4. Nature of student/teacherinteraction? Changes over time.Importance placed oncooperativerelationship betweenT/S and S/S.T speaks, Ssrespondnonverbally. Later,Ss verbalize.S-centered. Bothinitiate interaction. S/Sinteraction in pair andsmall group activities.T arranges tasks for communication. S/Sinteraction. 5. How arestudentsfeelings dealtwith? S viewed as whole person, no separationof intellect andfeelings. T"understands Ss.Ss have fun in anonstressfulsituation.Affective factors over cognitive factors.Optimal learner has lowaffective filter.Ss are motivated tolearn thru usefulnessof language functions.

6. View of language/culture? Language for developing criticalthinking. Cultureintegrated withlanguage.Spoken over written.Language as a tool for communication.Language function over linguistic form.Language in socialcontext, for communication. 7. What skillsare emphasized? Ss determine syllabus by what they what tosay.Grammar andvocabulary (initiallyvia imperatives).Comprehension precedes production.Vocabulary over grammar. Function over form. Comprehensioneearlyproductionsspeech emergence.Function over form.Discourse andsociolinguisticcompetence + all 4skills. 8. Role of L1? Used in the beginning, less inlater stages. Not used.L1 can be used in preproduction(comprehension)activities.Generally not used. 9. How doesevaluationoccur? Integrative tests.Self-evaluation.By observation.Communicativeeffectiveness. Fluencyover accuracy. Task oriented.Communicative tests.Fluency and accuracy. 10. Treatment of errors? Nonthreatening.Correction bymodelling.Unobtrusivecorrection. No error correctionunless errors interferewith communication. No error correctionunless errors interferewith communication. 11. Associatedwith whom? Charles CurranJames AsherTracy Terrell, StephenKrashenVarious.