TEFL METHODOLOGY I
COMMUNICATIVE LANGUAGE
TEACHING
GOALS OF LANGUAGE TEACHING
• COMMUNICATIVE LANGUAGE TEACHING
(CLT) – teach communicative competence
• What are our goals in language teaching? – to be
competent in communication only or grammar
only?
WHAT IS GRAMMATICAL COMPETENCE?
• Knowledge of a language that reflects on our
ability to produce sentences in language.
• Knowledge of the building blocks of sentences
and how sentences are formed.
• Focuses on presenting the rules of grammar and
exercises
WHAT IS COMMUNICATIVE
COMPETENCE?
• Knowing how to use language for a range of
different purposes and functions
• Knowing how to vary our use of language
according to the setting and participants
• Knowing how to produce and understand
different types of texts
• Knowing how to maintain communication
despite having limitations in language
knowledge (Richards, 2006)
COMMUNICATIVE COMPETENCE
• LINGUISTIC COMPETENCE – knowing how to
use grammar, syntax and vocabulary
• SOCIOLINGUISTIC COMPETENCE – knowing
how to use and respond to language
appropriately
• DISCOURSE COMPETENCE – knowing how to
interpret the larger context
• STRATEGIC COMPETENCE – how to recognize
and repair communication breakdown
GRAMMATICAL COMPETENCE VS.
COMMUNICATIVE COMPETENCE
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Though one can be competent and
knowledgeable in grammar and sentence
formation, he/she may not be very successful at
being able to use language for meaningful
communication.
ORIGINS OF COMMUNICATIVE
LANGUAGE TEACHING
• Dissatisfaction with audio-lingual and grammar
translation method
• Claimed that students didn’t learn enough
realistic, whole language
• Claimed that students did not know how to
communicate using appropriate social language,
gestures and expressions
• CLT started in 1970s where students use
authentic language and engage in real
communication
EVOLUTION OF CLT
PHASE 1
• Traditional approaches (up to late
1960s)
PHASE 2
• Classic communicative language
teaching (1970s to 1990s)
PHASE 3
• Current communicative language
teaching (late 1990s to present)
• TRADITIONAL
APPROACHES
1.Priority given to
grammatical competence
2. Grammar could be learned
through direct instruction –
repetitive practice and
drilling
3. Techniques included –
memorization, Q&A,
substitution drills
EVOLUTION OF
CLT
PHASE 1
• CLASSIC COMMUNICATIVE
1. Attention shifted to the
EVOLUTION OF
knowledge and skills needed to CLT
use grammar and other aspects
of language appropriately –
PHASE 2
communicative competence
2. Focuses on – purpose, setting,
role, communicative events,
language functions, notions,
language variety, grammatical
content, lexical content
3. Skills-based syllabus – L, S, R,
W
4. Functional syllabus – functions
the learner should be able to
carry out
• CURRENT
COMMUNICATIVE
LANGUAGE TEACHING
• 1. Seek to develop students’
communicative competence linking
grammar to the ability to communicate
• 2. Create the need for communication,
interaction and negotiation of meaning
• 3. Provide opportunities for both
inductive and deductive learning of
grammar
• 4. Make use of content that connects to
students’ lives and interests
• 5. Allow students to personalize
learning by applying what they have
learnt to real life
• 6. Classroom materials make use of
authentic texts to create interest and
provide valid models of language
EVOLUTION OF
CLT
PHASE 3
WHAT IS CLT?
• Makes use of real-life situations that necessitates
communication
• Students’ motivation to learn comes from their
desire to communicate in meaningful ways
about meaningful topics
• “Language is interaction; it is an interpersonal
activity and has a clear relationship with society.
Language study has to look at the use (function)
of language in context, both its linguistic and
social contexts” (Berns, 1984)
COMMUNICATIVE LANGUAGE TEACHING
• A set of principles about the goals of language
teaching, how learners learn a language, the
kinds of classroom activities that best facilitate
learning, and the roles of teachers and learners
in the classroom (Richards, 2006)
CLT CLASSROOM ACTIVITIES
FLUENCY
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Reflect the natural use of language
Focus on communication
Require meaningful use of language
Require the use of communication strategies
Produce language that may not be predictable
Link language use to context
ACCURACY
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Reflect classroom use
Formation of correct examples
Practice language out of context
Do not require meaningful communication
Control choice of language
CLT CLASSROOM ACTIVITIES
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MECHANICAL PRACTICE
MEANINGFUL PRACTICE
COMMUNICATIVE PRACTICE
INFORMATION-GAP
TASK COMPLETION
INFO GATHERING
OPINION SHARING
INFO TRANSFER
REASONING GAP