PROGRAMA DE ACTUALIZACIÓN DE CONOCIMIENTOS 2019– 2019 – DIDACTICS –

COMMUNICATIVE LANGUAGE TEACHING (CLT)

Name: ___________________________________ Date: _______________________________

THOUGHT PROVOCATIVE QUESTIONS

1. What are the philosophical foundations of the Communicative Language Teaching?

Mention at least three and explain.
r,_____________________________________________________________________
__
2. Why is it said that within The Communicative Language Teaching Method errors are
natural outcomes of the learning process? Explain.
Because according to recent rese~rch, correction of errors in both oral and written
communication does little to a~d language proficiency in the second language. In the
Natural Approach of Krashen and Terrell the emphasis is on the acquisition of informal
communication. Because the message and the understanding of the message remain
of utmost importance, error correction is avoided. In Suggestopedia where the focus is
also on communication, error correction is avoided as it inhibits the pupil.
_________________________________________________________
3. How does context influence meaning within The Communicative Approach? Explain
and include an example.
The nature of student- teacher interaction in the Community
Language Learning Method changes within the lesson and over time.
Sometimes the students are assertive, as when they are having a conversation.
At these times, the teacher facilitates their ability to express
themselves in the target language. He physically removes himself
from the circle, thereby encouraging students to inte ract with one
anot her.
_______________________________________________________________________
4. What does ‘meaning negotiation’ mean? Explain and include an example.
Negotiation of meaning is a process that speakers go through to reach a clear
understanding of each other. Example. Asking for clarification, rephrasing, and
confirming what you think you have understood are all strategies for the negotiation
of meaning. In the
classroom.______________________________________________________________
_________
5. Explain what the teacher’s role is within CLT.
_______________________________________________________________________
The teachers serve the role of acting as the facilitator of the target language. Teachers
should ensure that the classroom is more student-centred than teacher-centred such
that the students do most of the talking while the teachers just facilitate and offer
direction_______________________________________________________________
________
6. Come up with a graphic organizer about the techniques and materials considered to
better carry out the teaching-learning process within CLT.
7. Write a 500-550 word essay about the advantages and disadvantages of CLT. Mention
principles, techniques and other aspects.
 PROGRAMA DE ACTUALIZACIÓN DE CONOCIMIENTOS 2019– 2019 – DIDACTICS –
COMMUNICATIVE LANGUAGE TEACHING (CLT)

THE COMMUNICATIVE LANGUAGE TEACHING (CLT)

The Communicative Language Teaching is an approach to teaching a second language or a foreign

language through interaction with the aim of developing communication competence among
students. There was a three phase sequence in a typical class lesson of situational approach.
First was presentation which included presenting new grammar structures either through a
conversation of short text where the teachers would explain them and master students
comprehension. Secondly was practice and in this phase, students practiced the new structures
in a controlled context then finally, was production where students practiced the new structure
in different contexts mostly using their own content and information for fluency development .
British linguists did not find much credibility in this process of learning because they believed
learners only learned what is taught in the order in which it is taught and therefore saw the need
of having a different fundamental dimension of language that focused of proficiency rather than
mastery of structures.
CLT is usually characterized as a teaching approach rather than a teaching method. It
encompasses a list of general principles.

The incorporation of classroom language learning with outside activities of the language to
necessitate good practice of the learners. Practitioners claim that these characteristics focus on
the needs and desires of learners and also the connection of the language between its teaching
in class and its use outside the classroom. They are all channelled into achieving the same goals.

The speakers must carry out these communications in social contexts that suit them and must
also devise suitable strategies in that context. The teachers will have achieved their goals if their
students obtain fluency of language, expression skills and generally suitable application of it highly
enhanced by the methods they use.

The teachers serve the role of acting as the facilitator of the target language. Teachers should
ensure that the classroom is more student-centred than teacher-centred such that the students
do most of the talking while the teachers just facilitate and offer direction. It is the role of the
students to evolve to the target language by increasing their level of interest and connecting it to
their life experienced to find relevance in it. Students should show this development through
making natural decisions regarding the interest and strengths of activities and projects practiced
in the classroom. Students are also required to work towards their potential willingly using the
opportunities provided. Finally, students are required to evaluate themselves by reflecting on
what they have learned and what is still left for them to learn. All these roles are based on
communicative exercises within the context of CLT.

Conclusion

CLT has developed and gained popularity in the last few decades, and its visibility and
implementation has been credited over the early foreign language teaching approaches. Teachers
function as facilitators by talking less and listening more and letting the classroom to be student-
centred. The new approaches and exercises have enabled students to gain competency in
languages by enhancing fluency and creativity and further continues to provide opportunities for
more competence. The emphasis remains to be fluency, meaning, and real-life communication.

Biography:
 PROGRAMA DE ACTUALIZACIÓN DE CONOCIMIENTOS 2019– 2019 – DIDACTICS –
COMMUNICATIVE LANGUAGE TEACHING (CLT)
D.L. Freeman Techniques and Principles

Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University press.

Richards, J. C., & Schmidt, R. W. (2014). Language and Communication. Routledge.

NOTE: Include everything in one file only.