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Fatma Akyüz-2i1 Podcast Task 2

1.a. notional-functional syllabus b. native-like pronunciation c. communicative competence d. authentic context e. verbal and non-verbal communication f. real-life simulations g. presentation, isolation h. teaching language i.activities j. Language Exchanges k. communication l. methods 2. Communicative Language Teaching is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. Communicative Language Teaching has been seen as a response to the Audio-Lingual Method and as an extension or development of the Notional-Functional Syllabus. As an extension of the notional-functional syllabus, Communicative Language Teaching places great emphasis on helping students use the target language in a variety of contexts and on learning language functions. Communicative Language Teaching is most often defined as a list of general principles or features. One of the most recognized of these lists is David Nunan's (1991) five features of Communicative Language Teaching. These five features are claimed by practitioners of Communicative Language Teaching to show that they are very interested in the needs and desires of their learners, as well as the connection between the language as it is taught in their class and as it used outside the classroom. CLT makes use of real-life situations that generate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audio-lingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. Communicative approach is not just limited to oral skills. Reading and writing skills need to be developed to promote pupils' confidence in all four skill areas. By using elements encountered in a variety of ways (reading, summarizing, translating, discussion, debates) language is made more fluid and pupils' manipulation of language more fluent. It is important not to be restricted to one textbook; text-book must not be used from cover to cover. 3. Similarities: inductive learning, Differences: CLT: Meaning is paramount. ALM: Attends to structure and form more than meaning. CLT: Contextualization is a basic premise. ALM: Language items are not necessarily contextualized. CLT: Language learning is learning to communicate. ALM: Language Learning is learning structures, sounds or words. CLT: Effective communication is sought. ALM: Mastery or "overlearning" is sought. CLT: Drilling may occur, but peripherally. ALM: Drilling is a central technique. CLT: Comprehensible pronunciation is sought. ALM: Native-speaker-like pronunciation is sought. CLT: Any device which helps the learners is accepted - varying according to their age, interest, etc. ALM: Grammatical explanation is avoided. 4. No, I haven’t experienced any problem while listening to the Podcast 1 and also performing the related task.