Communicative Language Teaching

References:
Freeman, D. & Anderson, M. (2011). Techniques and Principles in
Language Teaching, OUP.
Richards, J.C. & Rodgers, T.S. (2000). Approaches and Methods in
Language Teaching: A description and Analysis, CUP
1. Learning theory

 little known about the learning theory of CLT

 activities involving real communication 
promoting learning
 language: meaningful to learners
supporting their learning process
 2. Language theory
 Language is for communication.
 The goal of language teaching is developing
Ss’ communicative competence, esp. using
language appropriately in social contexts
important

What is communicative competence?

 Four dimensions of
Communicative Competence

(1) grammatical competence

(2) sociolinguistic competence
(3) discourse competence
(4) strategic competence
“according to Canale & Swain (1980) cited by
Richard & Rodger (2000)”
(1) What is grammatical competence?

Referring to what
 Chomsky calls “Linguistic competence”
 Hymes intends by what is “formally possible”-
the domain of grammatical & lexical capacity
 knowledge of language forms: the use of
grammar, syntax & vocabulary of a language
 (2) What is sociolinguistic competence?

Referring to an understanding of the social context in

which communication takes place including:
 role relationships
 the shared information of the participants
 the communicative purpose of their interactions
knowledge of language functions: how to use &
respond to ≠ types of speech acts (functions) such as
requests, apologies, thanks & invitation
 (3) What is discourse competence?
Referring to the interpretation of individual message
elements in terms of:
 their interconnectedness
 how meaning is represented in relationship to the
entire discourse or text
knowing the appropriacy of language use: how to
use & respond to language appropriately in the
given setting, topic & the relationships among the
people communicating
 (4) What is strategic competence?

Referring to the coping strategies that

communicators employ to initiate, terminate,
maintain, repair & redirect communication
Knowing how to negotiate meaning: how to
recognize & repair communication breakdowns, how
to work around gaps in one’s knowledge of the
language, & how to learn more about the language
in the context
3. The goal of the teacher
To enable students to communicate in L2, they
need knowledge of:
(a) Linguistic forms
(b) Meanings
(c) Functions
Also, Communication process
Knowledge of forms insufficient
 4. The teacher’s & learners’ role
The teacher’s role:
 a facilitator of Ss’ learning,
 a manager of classroom activities &
 an advisor
Learners’ role:
 communicators,
 responsible managers for their own learning
 5. Learners’L1 , L2 & Interactions
Learners’ L1: no particular role, judicious
use of L1: accepted where feasible
L2 (the target language): not an object of study,
a vehicle for classroom communication, giving
instructions, assigning homework…
Interactions:
Ss-Ss: very often (group work, pair work,
discussion, projects)
 6. Vocabulary Teaching
Meaning: conveyed through visual aids, real
objects, models & context

Vocabulary: taught within context

 7. Grammar Teaching
Functions: explicitly taught ; One function: different forms
e.g. asking for permission (May I go out?,
Would you please let me go out?)
One form: different functions
e.g. CAN (ability, possibility, asking for permission,
request)
Grammar explanation: explicitly given (if these are believed
to be useful for the acquisition of forms & functions)
 8. Language Skills
4 skills from the beginning
1) Speaking: (conversation structures)
2) Listening: (gist, specific details…)
3) Reading (skim, scan)
4) Writing (coherence, cohesion)
5) Functions: emphasized over forms
 9.How culture & language viewed
Culture: everyday lifestyle of people who use the target
language

Language:
- Language: for communication
- Communicative competence: knowledge of forms,
meanings & functions
 10. Materials & Syllabus

Authentic Materials: articles from magazines, songs,

newspaper, short stories, communicative activities
(information gap), task-based activities
Syllabus: functional-notional syllabus (frequency,
location…)
Notion: a particular context (e.g. shopping)
Function: a specific purpose for a speaker in a context (e.g.
asking about prices, features of products, bargaining)
 11. Teaching Techniques
 Authentic materials: menu, timetable, magazines
 Scrambled sentences: cohesion, coherence
 Language games: communicative practice in L2
 Picture strip story: opinion gaps
 Role play: practice L2 in various social contexts
 Survey
 Interview
 12. Error correction
Errors of form: tolerated – natural outcome of
language development

Students with limited linguistic knowledge 

successful communicators
 Questions
1. What are some differences between the
Audio-Lingual Method and Communicative
Language Teaching?
2. Explain in your own words Morrow’s three
features of communication:
information gap, choice, and feedback.
Choose one of the activities in any textbook
you have & say whether or not these three
features are present.
Questions in previous exams

1. “Being able to communicate required more

than linguistic competence; it required
communicative competence” (Hymes, 1971
cited by Larsen-Freeman 2000, p.121).
Referring to reality of teaching and learning
English, what can you do to enable students to
communicate in English? (in 2010)
 Questions in previous exams (con.)

2. People said that Communicative Language

Teaching (CLT) is more effective than any other
methods in the history of English Language
Teaching in enabling the learners to communicate
in the target language. Is it true when you use CLT
in teaching English in Vietnamese high schools?
Use specific examples to support your answer. (in
2011)
 Questions in previous exams (con.)

3. “Learning to communicate by communicating rather than

by preparing to do so through practicing the various pieces
of language, is a different way to approach the goal of
developing students’ communicative competence.”
(Freeman, 2000, p.155).
Are you applying this central notion in your teaching? Use
specific reasons and your own teaching experience to
explain your answer. (in 2014)
 Questions in previous exams (con.)

4. In your opinion, what are the challenges of using

authentic materials in a Communicative Language
Teaching class? Find details and examples to support
your answer. ( in 2015)
 Questions in previous exams (con.)

5. What could a teacher do to employ Communicative

Language Teaching effectively in large classes? Use
specific reasons and examples to support your
response. (in 2016)
 Questions in previous exams (con.)

6. Do you believe that Communicative Language

Teaching could be employed effectively in your
teaching situations (or a possible future teaching
situation)? Use specific reasons & examples to support
your response. (in 2017)