MIND MAP

LUCIANO ARIAS MÉNDEZ

Task-Based Learning:
The Lexical Approach: Prabhu believed that CLT activity types:
JANUARY 16th, 2022 Lexis, rather than language is acquiered -Communicativenes
grammar, plays a primary through engagement with -Tasks.
role in the acquisition of meaning, not through -Meaningfulness
language, according to focusing learners on
Lewis structure.

Linguistic competence is a part of

communicative competence, although there RECENT CLT
are some areas of linguistic competence APPROACHES/
that are irrelevant to communicative MATERIALS AND Appeared in the 1970s. So called
competence, ( Allwright, 1979, p. 74) ACTIVITY TYPES "humanistic"new methods

Comprehensible Output Hypothesis claimed THEORIES OF

that to acquiere a language learners needed In CLT the learner becomes a responsible
LANGUAGE AND BACKGROUND
not only comprehensible input, but that they individual closely linked to the group.
CLT
also needed to be encouraged to produce
language fairly accurately,( Swain, 1985, p. 74

The term "communicative competence" reflects CLT also grew out of a dissatisfaction with earlier,
the belief that language is always used in a more traditional methods that advocated an overt
social context or situation: it is a competence " focus on structure, but had tended to ignore or
COMMUNICATIVE downplay language as means of communication.
when to speak" (Hymes, 1972, p. 74)
APPROACHES: A
DOMINAT
Educational agencies such as the PARADIGM IN It is a set of
Council of Europe and the British ELT approaches
Council adopted the communicative rather than a
methodology. method

In November 2001 a European Union The communicative approach concentrates

Council Resolution recommended on getting learners to do things with
THE SPREAD OF language, to express concepts and to carry
using the "Common European WHAT IS CLT?
CLT out communicative acts of various kinds...
Framework of Reference for
Languages" (Widdowson, 1990, p. 68)

The CEF divides learners into three EARLY CLT: THE The communicative approach has influenced a
broad divisions: Basic Speaker, NOTIONAL / language pedagogy which (makes) some
Independent Speaker and Proficient FUNCTIONAL allowance at all levels of teaching for a
Speaker. non-analytical (experimental or participatory),
communicative component, (Stern, 1983, p. 68)

Notions: Concept One of the Functions: requests,

such as location, most influential theads, complaints,
frequency, time, theorists: D.A. offers etc.
sequence, etc. Wilkins.