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PRESENTACION POWER POINT

PRESENTACION POWER POINT

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05/08/2014

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Communicative Language Teaching

By: Javier Negrón Rivera EDPE4078 841-03-5337

Background
► The

origins of Communicative Language Teaching are to be found in the changes in the British Language tradition dating from the late 1960s.

Experts in the Field
► Noam

http://en.wikipedia.org/wiki/Noam_Chomsky en.wikipedia.org/wiki/Christop http://en.wikipedia.org/wiki/Hd

Chomsky

► Christopher ► Henry

Candlin http://

Widdowson

Goal
► The

communicative competence is the goal in this approach. It is divided in four dimensions. A) Grammatical competence B) Sociolinguistic competence C) Discourse competence D) Strategic competence

Principles
1- Activities that involve real communication promote learning. 2- Activities in which language is used for carrying out meaningful tasks promote learning. 3- Language that is meaningful to the learner supports the learning process.

Basic Procedure
1- Presentation of a brief dialog, preceded by a motivation and a discussion of the function and situation. 2- Oral practice of each utterance of the dialog segment to be presented that day. 3- Questions and answers based on the dialog topic and situation itself.

Basic Procedure
4- Questions and answers related to the student personal experience, but centered around the dialog theme. 5- Study one of the basic communicative expressions in the dialog or one of the structures which exemplify the function.

Teacher centered or Student Centered?
► Student

role: The role of the learner as negotiator emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the groups undertakes. The learner should contribute as much as he gains.

Activities in Classroom
► Role

Play ► Interviews ► Information Gap ► Games ► Language Exchanges ► Surveys ► Pair Work

Critiques
► The

Communicative Approach often seems to be interpreted as: if the teacher understands the student we have good communication. What can happen though is that a teacher who is from the same region, understands the students when they make errors resulting from first language influence. Problem with this is that regular speakers of the target language can have great difficulty understanding them.

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