The context of communicative language

teaching
Main aim

• To review what a communicative language approach

involves from a series of key viewpoints.
Glossary

Explicit language knowledge

Conscious knowledge about how a language feature
works.

Implicit language knowledge

Unconscious, automated knowledge about how a
language feature works, accessed rapidly and easily
Glossary

Controlled output
Producing very specific language using tasks with limited
complexity.

Free output
Producing less controlled language through more open-
ended tasks.
Glossary

Psuedo-authentic material
Real material that has been slightly adapted for the
learners’ levels.
What is communicative language
learning all about?
 A communicative task?

I’m going to describe a situation to you.

A teacher wants to get his students
more interested in history, so he is going
to take them on a class trip. Talk
together about the different places they
could visit and say which the students
would find most interesting.
Here’s a picture with some ideas to help
you.
A communicative task?
 A communicative task?

A. Tim thinks Ben

should look on the
concert website.
B. Tim hopes that
Ben will be able to
come with him.
C. Tim wants to know
if Ben can pay him
back today.
 Key principles

1. Creating 3. Treating
Using the authentic errors as a
language learning natural part of
rather than experiences learning
knowing about
the language

4. Practising
2. Using grammar and
language vocabulary
appropriately within a context
1. Authenticity

What does authenticity mean in

communicative language teaching?
 Authenticity

Three main types:

Text
Real-life texts, audio or video material
Real, practical usefulness
May need to be adapted slightly (psuedo-authentic)

Situational
Properties of the task
Task corresponds to a real-life activity

Interactional
Task creates a context where realistic language use take place
Activates important mental processes
 Authenticity

Which of these do you think is the most authentic

teaching point example?
A. It’s raining cats and dogs. (idioms)
B. My donkey is wearing a straw hat. (present cont.)
C. How’s it going? / Not too bad. (greetings)
D. Jane wrote a book. / The book was written by Jane.
(passive voice)
2. Using language appropriately
 Using language appropriately

Context

Who are you talking/writing to? (audience)

What is the desired outcome? (purpose)
How can you use language to achieve this outcome?

When you set a writing task, do you specify who the

audience is (i.e. the target reader) and the purpose of this
piece of writing?
• Yes, always
• Yes, sometimes
• Occasionally
• No, never
Errors are a natural part of learning
 3. Errors are natural

Focus is on fluency rather than accuracy.

Errors are learning opportunities.

Focus is not on counting errors … but

achieving communication.
Errors are natural

.
Errors are natural
4. Linguistic competence: grammar and vocabulary

How do we practise grammar and vocabulary

within a context?
 Grammar and vocabulary

A. Complete these B. Add the missing words below.

sentences with the Hi Phil,
past tense.
I know you love good food, so I
1. He …. for the book
thought I’d tell you about my
with a credit card.
evening last night. I had the best
2. Mary …. to call her time with my friends! First, we …..
brother. to a restaurant. We .... lots of
3. I ….. to a French amazing food, and it was delicious.
restaurant last We …. lots of money in the end,
night. but really loved the experience!
 Grammar and vocabulary

Which of these grammar tasks makes the best use of

context?
• Read this text, highlight present perfect in yellow and
past simple in green.
• Convert this sentence into reported speech: ‘Go away,
Tim!’
• Speak to your partner using the present continuous.