Approaches And Methods unit 5

CBI and CLT

CBI can be seen as a logical development of some of the principles of CLT, particularly those that relate to the role of meaning in language learning

CLT and SLT

CLT was the result of questioning of the assumptions and practices associated with SLT

Noam Chomsky and CLT

He leveled at structural linguistic theory and demonstrated that these theories were incapable of accounting for the creativity and uniqueness of individual sentences.

D.A. Wilkins contribution to CLT

He described the system of meaning ls that lay behind the communicative uses of language

Categories of communicative function

Requests, denials, offers, complaints

Two types of meanings in CLT

Notional categories like time and communicative function like requests

Systems of meaning and communicative function analysis

Semantic and communicative analysis

Different terms for CLT

Communicative Approach, notional functional Approach, functional Approach

Aims of CLT

1. Make communicative competence the goal of language teaching 2. Develop procedures for the teaching four language skills that interdependence of the language and communication

Weak form of CLT

It stresses the importance of providing learners with opportunities use their English for communicative purposes and attempts to integrate such activities into a wider program of language teaching

The strong version of CLT

Language teaching is stimulating the development of the language system. Language is acquired through communication

Strong and weak versions of CLT

Use to learn vs learn to use

SLT and Mastery of forms

Communicative production is postponed until after the mastery of forms and controlled sentence practice has occurred

Learner centered and experience based view

Is a dimension of CLT

Functional theory and CLT

Communicative Approach in language teaching starts from a functional theory of language = one that focuses on language as a means of communication

Chomsky's focus of linguistic theory

It was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language which was based on a cognitive view of language.

Communicative competence

Whether and to what degree = Something is formally possible, feasible in virtue of the means of implementation available . Something is appropriate ( adequate, happy, successful) in relation to a context in which it is used and evaluated. Something is in fact done , actually performed and what it’s doing entails

Speech acts

Another term for functions

Instrumental function

Using language to get things

The regulatory function

Using language to control the behavior of others

The interactional function

Using language to create interaction with others

The personal function

Using language to express personal feelings and meanings

The heuristic function

Using language to learn and to discover

The imaginative function

Using language to create a world of the imagination

The representational function

Using language to communicate information

4 dimensions of communicative competence

Grammatical, sociolinguistic ,discourse and strategic competence

Characteristics of communicative view of language

1. Language is a system for the expression of meaning

2. The primary function of language is to allow interaction and communication

3. The structure of language reflects its functional and communicative uses

4. The primary units of language are not merely its grammatical and structural features but categories of functional and communicative meaning as exemplified in discourse.

5. Communicative competence entails knowing how to use language for a range of different purposes and functions

Dimensions of language knowledge in CLT

1. Knowing how to vary use of language according to the setting and participants

2. Knowing how to produce and understand different types of texts

3. Knowing how to maintain communication despite having limitations in one’s language knowledge

Underlying elements of CLT

1. Communication principle

2. Task principle

3. Meaningfulness principle

Later underlying theories of learning in CLT

1. Communicative Approach

2. Skilled learning model including cognitive and behavioral aspect

3. Creative construction hypothesis

4. Interactional theory

5. Sociocultural learning theory

Language learning viewed by CLT

1. Interaction between learner and user of the language

2. Collaborative creation of meaning

3. Creating meaningful and purposeful Interaction through language

4. Negotiation of meaning as the learner and his or her interlocutor arrive at understanding

5. Learning through attending to the feedback learners get when they use the language

6. Paying attention to the language one hears and trying to incorporate new forms into one’s developing communicative competence

7. Trying out and experimenting with different ways of saying things

8. Learning as social mediation between the learner and another during which socially acquired knowledge becomes internal to the learner

9. Learning through collaborative dialogue centering on structured cooperative tasks

Objectives of CLT reflects recently on

CEFR

The national functional syllabus

It specified the semantic grammatical categories and categories of communicative function that learners need to express

Aspects of language use should be identified to develop the learners communicative competence

1. Purpose for learning

2. The setting

3. Social role

4. The communicative events

5. The language functions

6. The concepts and notions

7. Discourse

8. Variety of target language ( American, British

9. The grammatical content

10. 10. The lexical content

ESP and need analysis

We’re developed by CLT advocates

Need analysis means

Differences in

Vocabulary

Grammar

Functions

The need of texts commonly occurring

Particular skills

The principles of teaching activities in CLT

1. Make real communication the focus of language learning

2. Provide opportunities for learners to experiment and try out what they know

3. Be tolerant of learners errors as they indicate that the learner is building up his communicative competence

4. Provide opportunities for learners to develop both accuracy and fluency

5. Link different skills such as speaking, reading and listening together. Since they usually occur together in the real world

6. Let students induce or discover grammar rules

Activities focusing on fluency

1. Reflect natural use of language

2. Concentrate on achieving communication through negotiation of meaning

3. Require meaningful use of language

4. Require the use of communication strategies

5. Produce language that may not be predictable

6. Seek to link language use to context

Activities focusing on accuracy

1. Reflect classroom use of language

2. Concentrate on the formation of correct examples of language

3. Practice language out of context

4. Practice small samples of language

5. Don't require meaningful communication

6. Control choice of language

Cooperative approach to learning

Learners in CLT participate in classroom activities based on…

Teacher roles in CLT

Monitor and facilitator, need analyst , counselor, group process manager,

The role of instructional materials in CLT

Text based materials

Task based materials

Realia based materials

Technology supported materials

Critisms of CLT

1. It promotes fossilization

2. It reflects native speakerism

3. It’s not applicable in different cultures of learning

4. It reflects a western-based top-down to innovation

CLT

It’s best considered an approach rather than a method

Principles of CLT

1. Learning is a process of creative construction and involves trial and error

2. Communication involves the integration of different language skills

3. Fluency is an important dimension of communication

4. Authentic and meaningful communication should be the goal of classroom activities

5. Learners learn a language through using it to communicate

8 changes happened by CLT but goes beyond it

1. Learner autonomy

2. The social nature of learning

3. Curricular integration

4. Focus on meaning

5. Diversity

6. Thinking skills

7. Alternative assessment

8. Teacher as co learners