Communicative

Language Teaching
By: Javier Negrón Rivera
EDPE4078
841-03-5337
 Background
► Theorigins 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 Chomsky
http://en.wikipedia.org/wiki/Noam_Chomsky
► Christopher Candlin http://
en.wikipedia.org/wiki/Christop
► Henry Widdowson
http://en.wikipedia.org/wiki/Hd
 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
► TheCommunicative 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.
Thank You for Your Time