Communicative Language Teaching (CLT)

Background
Also called The Notional-Functional

Approach(/ In 1960s, Situational Language Teaching( was popular. Learners are able to socialise/ communicate (/with social notions in social situations. Emphasis shifts from language structures to communicative functions.

Background (cont.)
Most of the methods are for Ss to learn to

communicate in target language. In 1960s, it has been questioned that Ss couldnt genuinely communicate outside of the classroom properly. Being able to communicate required more than mastering linguistic structures.

Background (cont.)
Communication required Ss perform certain

functions within a social context. Linguistic competence rules of linguistic usage. Communicative competence knowing when and how to say what to whom. In late 1970s and early 1980s, linguistic structure-centered approach shifted to Communicative Approach.

 A communicative (or funtional/notional)

approach is organised on the basis of communicative functions (e.g.aplogising, describing, inviting, promising) that a given learner of group of learners needs to know and emphasises the ways in which particular grammatical forms may be used to express these functions appropriately (Canale & Swain, 1980:1)

Theory
1965, Noam Chomsky- linguistic competence. Learners are able to communicate with grammatically correct sentences. VS. 1972, Dell Hymes- communicative competence. When communicative competence is acquired, learners should acquire the knowledge and competence in different situations.

Theory (cont.)
Communicative competence:

Dell Hymes (1972)

1.possiblility 2.feasibility

3.appropriateness 4.probability

Theory (cont.)
Communicative Competence:

Canale & Swain (1980)

1. linguistic competence 2. sociolinguistic competence 3. discourse competence 4.strategic ceompetence

Theory (cont.)
Three principles by Richards & Rodgers

(1986): The communication principle: activity design with communicative purpose. The task principle: activity design with using language to achieve meaningful task. The meaningfulness principle: activity design should be meaningful to the learners.

Theory (cont.)
Richards (1985)

Communication is meaning-based.
Communication is conventional. Communication is appropriate. Communication is interactional. Communication is structured.

Aims
Communicative competence.

Interdependence of language and

communication. Broadly apply the theoretical perspective of the Communicative Approach.

Characteristics
Done with a communicative intent.

Use authentic materials.

Teacher/ students role

Teacher- facilitator, advisor.

less dominant than teachercentered. Students- communicators. actively engaged in negotiating meaning (try to make themselves understood and understand others)

Three features of communication

information gap- one person in an exchange knows something the other person doesnt. choice speaker has a choice of what he/she will say and how to say it. feedback- communication is purposeful. Evaluate if purpose has been achieved by feedback.

Three conditions for communication

Have something to say.

Have someone to say to.

Have a genuine interest in the outcome of the

communication (involved, engaged).

Ways to stop Ss communicating

Ask Qs to which you already know the

answer. Reject Ans. If theyre not the ones youd thought of. Reject Ans. If theyre not the ones the textbook demands. Respond to the form rather than the content. Initiate every piece of communication yourself. Pretend to understand when you havent. Fill the silences.