Background/Introduction Started in the late 1960s after educators and linguists had grown dissatisfied with ALM &

; GTM Also known as the Communicative Approach Terms notional-functional approach and functional approach are sometimes used

 Most earlier methods emphasize the importance of linguistic structures & vocabulary Adherents of CLT believe that preparation for communication (use) is inadequate if the focus is usage! Language carries not only functional meaning but also social meaning-speakers choice of the lang. is the knowledge that he/she assures the hearer to progress Communicative competence is the goal of learning language

Some Academic Authourities in CLT Littlewood W Widdowson H.G Wilkins D.A. Johnson K Brumfit C Richards J Swan M Candlin C.N Hymes D Harmer J

Underlying Principles in CLT Lang. forms occur in context Learning foreign lang. is similar to learning native lang.-no need to memorise rules Speech more basic to written form (L>S>R>W) Lang. cannot be separated from culture The native lang. & target lang. should be kept apart-little interference

Underlying Principles in CLT

Tr. is role model Lang. learning is habit formation Purpose of learning a lang. is to use it for communication-communicative competence Error-correction is vital to prevent bad habit formation Positive reinforcement helps to develop correct habits

Underlying Principles in CLT Ss learn to respond to verbal & non-verbal stimuli Each lang. has finite no. of patterns & pattern practice helps ss to form habits to use the lang. Ss should overlearn-automatic or spontaneous answer-no stopping to think Teacher should be like the conductor of the orchestra Ss acquire structural patterns and vocabulary later

Key Elements/Characteristics/Features Authentic lang. is introduced-lang. as used in a real context A variety of linguistic forms are presented together Ss are always provided opportunities to express ideas & opinions (student centred teaching) Fluency is focused in the teaching followed by accuracy

Key Elements/Characteristics/Features communicative interactions encourage cooperative relationships among ssopportunity on negotiating meaning Clear social context to provide meaning Activity and task-based teaching & learning To link classroom language learning with language activities outside the classroom An enhancement of the learners own personal experiences as important contributing elements to classroom learning

Lets watch a U-tube video clip on the parts in a communicative lesson

 Tr. needs to be great model, facilitator, monitor & motivator Tr. needs to develop different views of learners errors & shortcomings and produce remedies to ensure effective learning will take place Ss need to participate in group activities rather than be individualistic Ss have to be natural in their participation and provide opinions & ideas freely

 Purpose of use for business, travel,etc. Setting-office, airplane, etc. Role of learners-as a traveler, etc. Communicative events-academic, social, etc. Language functions Discourse & rhetorical skills-story telling,giving talks,etc..

Variety/varieties of English & level to be reached Grammatical content Lexical content/ vocabulary Notions/ conceptsfinance, history, religion, etc..

Please analyse the table..

Can be categorized as;

Task-completion activities Information-gathering activities Opinion-sharing activities Information-transfer activities Reasoning-gap activities Role-plays

(J C R)

Authentic materials Meaningful dialogues, dramatization Picture strip story Language games Scrambled Sentences Interviews and surveys Using video clips, movies, songs, communicative drills, NIE, brochures, pamphlets, other forms of relia

Positive Characteristics
Increases the usefulness of language instruction It includes information language use- ss will view language as less abstract system of elements and rules Language learning made easy through contextualised use of the language in

 Maximum participation & involvement of learners Information-gap based activities makes learning natural Accurate and adequate analyses of types of discourse the learners will need to engage in, will have higher probability of developing effective users of a new language within a limited domain

 Ss may be lost in the analysis of the structures and forms ( use over usage) Covert way of structural notion may overwhelmed the overt way Inability to use the form without context as the use is specifically prescribed

 Limited short utterances or exchanges involving functionsstudents may be unable to handle the new language in longer connected discourse The content is tied to specifics of use, the instruction is less generalizable than structural content May become primarily a vehicle for teaching routines and patterns in 2nd Lang. acquisition studies

To be or not to be CLT..
( borrowed from Shakespeare,W.)