Communicative Language Teaching

Communicative Language Teaching

practical approach to language functional aspect emphasized grammar should be analyzed and studied but treated as

instrumental to communication effective communication valued over “perfect”

expression. (mistakes are addressed but not stigmatized) all skills are taught and integrated use of students’ native languages avoided (direct

learning, developing strategic competence) all competences are practiced addresses different learner’s types and learning styles places the student at the centre of the learning process inductive approach preferred task-based learning

Some characteristics of a communicative classroom

Some things we should see in a communicative classroom:

Students interacting in pairs or groups through speaking and/or writing.

Focus on real communication, not just practicing language for its own sake.

Language is introduced and practiced in a context.

Students learn real language that they would use in real life.

Authentic materials are used as much as possible.

Some characteristics of a communicative classroom (continued)

Activities are interesting to students: they connect with their own lives, knowledge and interests, motivating them to participate.

Students’ own experiences and ideas become part of the lesson.

Meaning over form: Students concentrate on what they are saying more than how they are saying it.

“Hands-off” teaching: activities are set up for the students to do by themselves, the teacher acts as a participant or resource person.

Some things we shouldn’t see in a communicative classroom:

Lecture-style teaching: talking about language instead of using it.

Classes that are only “free conversation” (What do you want to talk about today? – a letter from Hydro)

Constant correcting by the teacher Too much individual work Use of materials that are not interesting

or relevant to learners.

The Role of the Teacher in the Communicative Classroom(Adapted from The Practice of English language Teaching by Jeremy Harmer)

A teacher can play many different roles in (and out of) the classroom. Here are eight.

CONTROLLER: In charge of the class and of the activity taking place. Examples: taking attendance, making announcements, giving students instructions, drilling, lecturing, bringing the class to order, giving explanations, leading question and answer, giving homework.

ORGANIZER: Preparing for and organizing student activities, explaining what to do, demonstrating, putting students in pairs and groups, bringing activities to an end and giving feedback.

ASSESSOR: Offering feedback and correction, grading students, passing or failing them.

PROMPTER: Helping students along in class, giving them hints, suggestions, encouragement, asking questions to make them think.

RESOURCE: Answering students’ questions about language, activities or where to find things out.

TUTOR: Working with students one-on-one or in small groups to offer help, answer questions.

OBSERVER: Watching student performance and using it as a basis for useful guidance, feedback. Observing activities to see if they are successful.

PARTICIPANT: Joining activities, games, discussions as an equal member.

Communicative Competence Language teaching in the United States is

based on the idea that the goal of language acquisition is communicative competence: the ability to use the language correctly and appropriately to accomplish communication goals. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker

does.

The WPPP Lesson Plan

Warm-up (elicitation, lead-in): preparing the students to learn

Establish the context or topic. Get students interested and talking about

it. Find out what they know already, let them

share information. Get them thinking about language related

topic (How do you say that in English …?)

The WPPP Lesson PlanPresentation (explanation): introducing new language,

students understand, hear, say, see, write Present (or elicit) the new language using the context

introduced in the warm-up stage. The meaning of the language should be clear from the context.

Model the language, let the students hear it clearly. Get the students to repeat, emphasize pronunciation. Write the language on the board. Use any graphs or

visuals that will facilitate understanding. State rules, give/elicit necessary explanations; the

shorter, the better.

The WPPP Lesson PlanPractice: using the language correctly. Students use the language in controlled

exercises – circling the correct answer, filling in the blanks, matching – one answer only).

As students’ understanding and ability improves, exercises become less controlled – more than one answer, more student input.

Emphasis is on accurate use of language – it is appropriate for teacher to monitor students closely and point out errors.

The WPPP Lesson Plan

Production: using the language freely. Students use the language in student-

controlled activities: role plays, discussions, interviews, group projects.

Students are concentrating on the task more than the language.

Emphasis is on fluency – the teacher should save corrections for later.

Task-based teachingThink about what you have heard about TBT and say how

far you agree with the following statements: Many people can operate effectively in a foreign language

even though their grammar is limited and they make a lot of mistakes.

Learners will not be able to do a task unless they have the right grammar.

TBT accepts the importance of grammar. TBT is not suitable for learners who are preparing for an

examination. You do not have to be a highly experienced teacher to use

TBT effectively. You cannot do TBT unless your own English is completely

fluent and accurate. TBT can be used to teach both the spoken and written

language. Tasks are always done in pairs or groups.

TBT Essentials

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