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Communicative LanguageTeaching Today

Professor Jack C. Richardswww.professorjackrichards.com


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Communicative LanguageTeaching

A set of principles about: goals of language teaching how learners learn a language classroom activities that best facilitate learning roles of teachers and learners


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Goal of language teaching

To develop communicative competence Communicative competence contrasted with

linguistic competence


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Linguistic competence

Rules for creating grammatically correctsentences


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Communicative competence

How sentences are used in communication Implications for English as an international

language Not necessarily based on native-speaker norms


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View of second language learning

Interaction between the learner and users of thelanguage

Collaborative creation of meaning Creating meaningful and purposeful interaction

through language

Attending to the feedback


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View of second language learning

Paying attention to the input Incorporating new forms into communicative

competence Experimenting with different ways of saying

things


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Traditional approaches tolanguage teaching

(up to the late 1960s)

Priority given to grammatical competence Grammar learned through:

direct instruction repetitive practice drilling memorization of dialogs

question and answer practice substitution drills guided speaking and writing practice

Accurate pronunciation and mastery


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Traditional approaches tolanguage teaching

(up to the late 1960s)

Methodologies: Audiolingualism Structural-Situational Approach


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Communicative language teaching(1970s to 1990s)

Alternative model of a syllabus to replace agrammar syllabus functional syllabus skills syllabus ESP approach

Alternative classroom procedures


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Implications for classroommethodology

Real communication the focus of languagelearning

Opportunities to experiment Tolerant of errors

building communicative competence

Opportunities to develop accuracy and fluency


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Implications for classroommethodology

Link different skills together speaking, reading, and listening

Students induce or discover grammar rules Emphasis on pair work and group work Push for authenticity


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Typical classroom activities in CLT

Fluency activities: information-gap activities jig-saw activities

task-completion activities information-gathering activities opinion-sharing activities

information-transfer activities reasoning-gap activities role plays


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Ten assumptions of currentcommunicative language teaching

1. Learners engaged in interaction and meaningfulcommunication

2. Effective classroom learning tasks: negotiate meaning expand language resources notice how language is used

meaningful intrapersonal exchange


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3. Meaningful communication from relevant,purposeful, interesting, and engaging content

4. Communication a holistic process use several language skills or modalities

5. Language learning facilitated by activitiesinvolving: inductive or discovery learning language analysis and reflection


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6. Language learning is gradual creative use of language and trial and error errors are normal while learning goal is to use new language accurately and fluently

7. Learners develop their own routes to languagelearning, progress at different rates, and havedifferent needs and motivations for languagelearning


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8. Effective learning and communication strategies9. Teacher is a facilitator:

climate conducive to language learning opportunities for Ss to use and practice language opportunities for Ss to reflect on language use and

language learning

10. The classroom is a community where learnerscollaborate and share


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Two directions in currentmethodology

Processed-based approaches Content-based Instruction Task-based Instruction

Product-based approaches Text-based Instruction Competency-based Instruction


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Two directions in currentmethodology

Processed-based approaches Focus on creating classroom processes that facilitate

language learning

Product-based approaches Focus on learning outcomes


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Content-based instruction

Use language as a means of acquiringinformation, rather than as an end in itself

Better reflects learners needs Provides a coherent framework to link and

develop language skills

Content can be from school curriculum orrelated to learners interests and needs


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Bilingual Education/ English Across theCurriculum English used to teach other subjects (math, science)

Content and Language Integrated Learning -CLIL (Europe)

CLIL from the British Council Website

www.teachingenglish.org.uk Knowledge of the language becomes the means

of learning content


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Language is integrated into the broad curriculum. Learning is improved through motivation and the

study of natural language in context. CLIL is based on language acquisition rather than

enforced learning.

Language is seen in real-life situations. CLIL is long-term learning. Fluency is more important than accuracy.

Reading is essential.


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Task-based instruction

a) Key characteristics of a task: Something learners do using existing language

resources

Outcome not simply linked to learning language language acquisition may occur

Focus on meaning

Use communication strategies and interactional skills


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b) Two kinds of tasks: pedagogical tasks real-world tasks


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c) Learning claims Grammatical syllabus not needed Grammatical knowledge built around task

performance Reverses the standard P-P-P lesson format and

replaces it with one consisting of:

Task - Language awareness - Follow up activity


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Text-based instruction

a) TBI is based on an approach to teachinglanguage that involves: Teaching the structures and grammatical features of

spoken and written texts Linking spoken and written texts to the cultural

context of their use

Designing units of work that focus on developing skillsin relation to whole texts Providing students with guided practice


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b) Contents of a text-based syllabusText types on the Singapore 2002 syllabus

Procedures e.g. procedures used in carrying out a task Explanations e.g. explaining how and why things happen

Expositions e.g. reviews, arguments, debates Factual recounts e.g. magazine articles Personal recounts e.g. anecdotes, diary/journal entries, biographies,

autobiographies Information reports e.g. fact sheets

Narratives e.g. stories, fables Conversations and e.g. dialogues, formal/informal letters, postcards, e-mail,Short functional texts notices


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c) Implementing a text-based approach Phase1: Building the context Phase 2: Modeling and deconstructing

the text Phase 3: Joint construction of the text

Phase 4: Independent construction of thetext

Phase 5: Linking to related texts


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Competency-based instruction

Characteristics of CBI: A focus on successful functioning in society A focus on life skills Task- or performance-oriented instruction Modularized instruction

Outcomes are made explicit Continuous and ongoing assessment Mastery of performance objectives

Individualized, student-centered instruction


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Conclusions

All four approaches are complementary. Interchange, Third Edition draws on all

four approaches.


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Thank you

www.professorjackrichards.com

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