Design

Objectiv
es

Learner roles
Syllabus • Roles of
instructi
Types of learning onal
and teaching Teacher roles
material
activities s
 Objectives
• Piepho(1981) discusses the following levels of objectives in a
communicative approach:
• An integrative level (language as a means of expression)
• A linguistic and instrumental level(language as a semiotic system and an
object of learning)
• An affective level of interpersonal relationships and conduct (language as
a means of expressing values and judgments  about oneself and others)
• A level of individual learning needs (remedial learning based on error
analysis)
• A general educational level of extra-linguistic goals (language learning
within the school curriculum).
 Syllabus
One of the first syllabus models to be proposed was described as
“Notional Syllabus’’ by Wilkins in 1976, which specified the
semantic-grammatical categories (e.g frequency,motion and
location) and the categories of communicative function that learners
need to express.
The council of Europe expanded and developed this into a syllabus
that included descriptions of the objectives of foreign language
courses for European adults , the situations in which they might
typically need to use a foreign language for following purposes:-
 For travel, business
 Personal identification, education , shopping
 For describing something, requesting information, expressing
agreement and disagreement.
 Notions made use of in communication(time,frequency, duration).
 This was published as “THRESHOLD LEVEL”
Criticism by British Applied Linguist

• Widdowson (1979) criticized the Wilkin’s notional

syllabus model by replacing one kind of list(e.g a list of
grammar items) with another (a list of notions and
functions)
• He says that notional-functional categories provide
only a very partial and imprecise description of certain
semantic and pragmatic rules which are used for
reference when people interact. They tell nothing about
procedures people apply in the application of these
rules which they are actually engaged in
communicative activity.
Yalden’s Classification of Communicative
Syllabus Types
• Structures plus functions (Wilkins 1976)
• Functional spiral around a structural core.
• Structural, functional , instrumental (Allen
1980)
• Functional
• Notional
• Interactional
• Task-based
• Learner generated
Types of learning and Teaching activities:-
• There is an unlimited supply of activities and
exercises which are compatible with CLT.
• Attain the communicative objectives of
the curriculum

Purpose of
communicative Engage learners in communication
activities

Requires the use of such

communicative processes as
information sharing, negotiation of
meaning and interaction
 Communicative activities
• A desire to communicate
• A communicative purpose
• Content not form
• Variety of language
• No teacher intervention
• No materials control
 Littlewood’s View

Functional
communication
activities:- Comparing Social Interaction
sets of pictures and noting activities:- Conversations
similarities and differences and discussion
working out a likely sessions ,dialogues and role
sequence of events in a set plays, simulations, skits,
of pictures, discovering improvisations and debates.
missing features in a map
or picture etc.
 Learner Roles
• Negotiator : Contributes as much as he gains.
• Learn in an interdependant way.
 Teacher Roles
Facilitator Participant

Facilitates the
communication Participate independantly
process in the class within the learning-
room teaching group

Learner and
Organizer Resource Guide
researcher
 Need Analyst Counselor Group process manager

-With the use of

One-to-one session paraphrase and
with students Ss about confirmation and
the Ss’ perception of -Debriefing of the
feedback.
their learning activity
-Exemplify an
styles ,learning assets -Pointing out
effective
or goals. alternatives and
communicator
Administering a need extensions
seeking to
assessment instrument -Assisting groups in
maximize the
To plan group and self-correction
meshing of
individual instruction discussion.
speaker intention
that responds to the Ss and hearer
needs. interpretation.
The Role of Instructional Materials
• Materials have been used to support
communicative approaches to language
teaching. They are considering as a way of
influencing the quality of class room interaction
and language use.
• They have primary role of promoting
communicative language use.
Three kinds of materials currently used in
CLT:-
• a.Text-based Materials
• Some of these are written around a largely structurally syllabus with
reformatting to justify their claims to be based on a communicative
approach.
• Other looks very different from previous language teaching texts:
• Morrow and Johnson’s communicate(1979):not used usual
dialogues, drills and sentence patterns and uses visual cues, taped cues,
pictures and sentence fragment to initiate conversation.
• Watcyn-jones’s pair work(1981):consists of two different texts for
pair work, each containing different information needed to enact role
plays and carry out other pair activities.
• English-language syllabus(1975):each lesson consists of a theme,
task analysis, a practice situation description, a stimulus presentation,
comprehensions questions and paraphrase exercises.
 Task-based Materials
• Task-based communication activities:exercises
hand-books, cue cards, activity cards, pair-
communication practice materials and student-
interaction practice booklets.
• Pair-communication materials: Two sets of
materials that has different kinds of information.
 Realia
• Teaching have advocated the use of “authehtic”
from “life-materials”.
• Language-based realia: include signs, magazines,
advertisements newspapers or graphic.
• Visual source: maps, pictures, symbols, graphs
and charts.
• Plastic model to assemble from directions:
aircraft, ships, automobiles, buildings or
characters from motion pictures.
 Procedure
• Finnocchiaro and Brumfit’s Model:
• CLT procedures are considered as “evolutionary
rather than revolutionary”
• Retain some stages of the traditional method
• Teacher needs to offer both guided and
controlled activities leading to fluency, accuracy
and habit formation.
The procedure for teaching “Making a
suggestion”
• Presentation of brief dialogue preceded by motivation
• Oral practice
• Questions and answers based on dialogue
• Questions and answers related to student’s experiences
• Clarify the meaning of expression or structure
• Learner discovery of generalizations and rules
• Oral recognition, interpretative activities
• Oral production activities
• Copying dialogues if they are not in class text
• Sampling of the written homework
• Evaluation of learning (oral)
 Littlewood’s Model
• Claims the “Pre-teaching structure”
• Pre-communicative activities include structural
activities and quasi-communicative activities.
• Communicative activities include functional
communicative activities and social interaction
activities.
 CONCLUSION
• CLT is best considered as an approach rather than
method.
• It views language as a vehicle for communication
• Aim: the teaching of communicative competence
includes grammatical, sociolinguistic, discourse
and strategic competence.
• Teacher’s role is facilitator and co-communicator
while students become communicators.
• The communicative teaching procedure has no
fixed format.
• THANKS