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COMMUNICATIVE
                LANGUAGE
                TEACHING
                APPROACH


Presented by Katrina S. Nacar
Background
   The origins of Communicative Language
    Teaching (CLT) are to be found in the
    changes in the British language teaching
    tradition dating from the late 1960s.
   Until then, Situational Language Teaching
    represented the major British approach to
    teaching English as a foreign language.
   But just as the linguistic theory underlying
    Audiolingualism was rejected in the United
    States in the mid-1960s, British applied
    linguists began to call into question the
    theoretical assumption underlying Situational
    Language Teaching.
   Their dissatisfaction led to the discovery of
    another fundamental dimension of language
    that was inadequately addressed in current
    approaches to language teaching at that time
    - the functional and communicative
    potential of language.
   In the 1970s, the Council of Europe
    considered the need to articulate and
    develop alternative methods of language
    teaching a high priority.
   D.A. Wilkins (1972) proposed a functional
    or communicative definition of language
    that served as a basis for developing
    communicative syllabuses for language
    teaching.
   Wilkins's contribution was an analysis of
    the communicative meanings that a
    language learner needs to understand and
    express. Rather than describe the core of
    language through traditional concepts of
    grammar and vocabulary, Wilkins
    attempted to demonstrate the systems of
    meanings that lay behind the
    communicative uses of language.
   Through the initiative of the Council of Europe
    and the writings of Wilkins and other notable
    British applied linguists on the theoretical basis
    for a communicative or functional approach to
    language teaching, there was a rapid
    acceptance of what came to be referred to as
    the Communicative Approach, or
    Communicative Language Teaching (The
    terms notional-functional approach and
    functional approach are also sometimes used.)
    by textbook writers, teaching
    specialists, curriculum development
    centers, and even the government.
Theory of Language

1.   Communicative
        The goal of language teaching is to
         develop what Hymes (1972) referred to
         as communicative competence.
        Hymes coined this term in order to
         contrast a communicative view of
         language and Chomsky's theory of
         competence.
 Chomsky    (1965) held that linguistic theory
 is concerned primarily with an ideal
 speaker-listener in a completely
 homogeneous speech community, who
 knows its language perfectly and is
 unaffected by such grammatically
 irrelevant conditions as memory
 limitation, distractions, shifts of attention
 and interest, and errors (random or
 characteristic) in applying his knowledge
 Hymes’   theory of communicative
  competence was a definition of what a
  speaker needs to know in order to be
  communicatively competent in a speech
  community.
 In addition, Hymes held that linguistic
  theory needed to be seen as part of a
  more general theory incorporating
  communication and culture.
2.   Functional
        According to Halliday (1970), linguistics is
         concerned with the description of speech
         acts or texts, since only through the study
         of language in use are all the functions of
         language, and therefore all components of
         meaning, brought into focus.
        Learning a language is acquiring the
         linguistic means to perform different kinds
         of functions.
3.   Sociocultural
        Firth stressed that language needed to
         be studied in the broader sociocultural
         context of its use, which included
         participants, their behavior and
         beliefs, the objects of linguistic
         discussion and word choice.
4.   Interactional
        Language is a vehicle for establishing
         interpersonal relations and for
         performing social transactions
         between individuals.
        Language learning takes place mostly
         through student-to-student, student-to-
         teacher, and teacher-to-student
         interaction especially during the
         implementation of CLT-based activities.
Theory of Learning
   In contrast to the amount that has been
    written in Communicative Language
    Teaching literature about communicative
    dimensions of language, little has been
    written about learning theory. However,
    certain elements of an underlying learning
    theory can be discerned in some CLT
    practices.
1.   Communication Principle - Activities that involve
     real communication promote learning.
2.   Task Principle - Activities in which language is
     used for carrying out meaningful tasks promote
     learning (Johnson 1982).
3.   Meaningfulness Principle - Language that is
     meaningful to the learner supports the learning
     process. Learning activities are consequently
     selected according to how well they engage the
     learner in meaningful and authentic language use
     (rather than merely mechanical practice of language
     patterns).
Additional 

1.   Experiential
        The American National Curriculum
         Commission (1930) stated that
         experience is the best of all schools
         and that an ideal curriculum consists of
         well-selected experiences.
2.   Humanistic
        Applebee (1974) stressed that
         individual learners possess unique
         interests, styles, needs, and
         goals, which should be reflected in the
         design of methods of instruction.
        Teachers were encouraged to develop
         learning materials on the basis of the
         particular needs manifested by the
         class.
Characteristics of CLT
1.   Language is a system for the expression of
     meaning.
2.   The primary function of language is for
     interaction and communication.
3.   The structure of language reflects its
     functional and communicative uses.
4.   The primary units of language are not merely
     its grammatical and structural features, but
     categories of functional and communicative
     meaning as exemplified in discourse.
5.   Dialogues, if used, center around
     communicative functions and are not
     normally memorized.
6.   Drilling may occur, but peripherally.
7.   Comprehensible pronunciation is sought.
8.   Judicious use of native language is accepted
     where feasible.
9.   Translation may be used where students
     need or benefit from it.
10.   Teachers help learners in any way that
      motivates them to work the language.
11.   Language is created by the individual, often
      through trial and error.
12.   Fluency and acceptable language is the
      primary goal: Accuracy is judged not in the
      abstract but in context.
13.   Students are expected to interact with other
      people, either in flesh, through pair and group
      work, or in their writings.
The Syllabus
   Notional-Functional syllabus which
    specified the semantic-grammatical
    categories (e.g., frequency, motion,
    location) and the categories of
    communicative function that learners need
    to express.

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Communicative Approach

  • 1. COMMUNICATIVE LANGUAGE TEACHING APPROACH Presented by Katrina S. Nacar
  • 2. Background  The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s.  Until then, Situational Language Teaching represented the major British approach to teaching English as a foreign language.
  • 3. But just as the linguistic theory underlying Audiolingualism was rejected in the United States in the mid-1960s, British applied linguists began to call into question the theoretical assumption underlying Situational Language Teaching.  Their dissatisfaction led to the discovery of another fundamental dimension of language that was inadequately addressed in current approaches to language teaching at that time - the functional and communicative potential of language.
  • 4. In the 1970s, the Council of Europe considered the need to articulate and develop alternative methods of language teaching a high priority.  D.A. Wilkins (1972) proposed a functional or communicative definition of language that served as a basis for developing communicative syllabuses for language teaching.
  • 5. Wilkins's contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language.
  • 6. Through the initiative of the Council of Europe and the writings of Wilkins and other notable British applied linguists on the theoretical basis for a communicative or functional approach to language teaching, there was a rapid acceptance of what came to be referred to as the Communicative Approach, or Communicative Language Teaching (The terms notional-functional approach and functional approach are also sometimes used.) by textbook writers, teaching specialists, curriculum development centers, and even the government.
  • 7. Theory of Language 1. Communicative  The goal of language teaching is to develop what Hymes (1972) referred to as communicative competence.  Hymes coined this term in order to contrast a communicative view of language and Chomsky's theory of competence.
  • 8.  Chomsky (1965) held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge
  • 9.  Hymes’ theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community.  In addition, Hymes held that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture.
  • 10. 2. Functional  According to Halliday (1970), linguistics is concerned with the description of speech acts or texts, since only through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus.  Learning a language is acquiring the linguistic means to perform different kinds of functions.
  • 11. 3. Sociocultural  Firth stressed that language needed to be studied in the broader sociocultural context of its use, which included participants, their behavior and beliefs, the objects of linguistic discussion and word choice.
  • 12. 4. Interactional  Language is a vehicle for establishing interpersonal relations and for performing social transactions between individuals.  Language learning takes place mostly through student-to-student, student-to- teacher, and teacher-to-student interaction especially during the implementation of CLT-based activities.
  • 13. Theory of Learning  In contrast to the amount that has been written in Communicative Language Teaching literature about communicative dimensions of language, little has been written about learning theory. However, certain elements of an underlying learning theory can be discerned in some CLT practices.
  • 14. 1. Communication Principle - Activities that involve real communication promote learning. 2. Task Principle - Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982). 3. Meaningfulness Principle - Language that is meaningful to the learner supports the learning process. Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use (rather than merely mechanical practice of language patterns).
  • 15. Additional  1. Experiential  The American National Curriculum Commission (1930) stated that experience is the best of all schools and that an ideal curriculum consists of well-selected experiences.
  • 16. 2. Humanistic  Applebee (1974) stressed that individual learners possess unique interests, styles, needs, and goals, which should be reflected in the design of methods of instruction.  Teachers were encouraged to develop learning materials on the basis of the particular needs manifested by the class.
  • 17. Characteristics of CLT 1. Language is a system for the expression of meaning. 2. The primary function of language is for interaction and communication. 3. The structure of language reflects its functional and communicative uses. 4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.
  • 18. 5. Dialogues, if used, center around communicative functions and are not normally memorized. 6. Drilling may occur, but peripherally. 7. Comprehensible pronunciation is sought. 8. Judicious use of native language is accepted where feasible. 9. Translation may be used where students need or benefit from it.
  • 19. 10. Teachers help learners in any way that motivates them to work the language. 11. Language is created by the individual, often through trial and error. 12. Fluency and acceptable language is the primary goal: Accuracy is judged not in the abstract but in context. 13. Students are expected to interact with other people, either in flesh, through pair and group work, or in their writings.
  • 20. The Syllabus  Notional-Functional syllabus which specified the semantic-grammatical categories (e.g., frequency, motion, location) and the categories of communicative function that learners need to express.