CLT

Communicativelanguageteaching?CharacteristicsofCommunicativeLanguageTeachingPeoplelearnalanguagebestwhenusingittodothingsratherthanthroughstudyinghowlanguageworksandpracticingrules.Grammarisnolongerimportantinlanguageteaching.Peoplelearnalanguagethroughcommunicatinginit.ErrorsarenotimportantinspeakingalanguageCLTisonlyconcernedwithteachingspeaking.ClassroomactivitiesshouldbemeaningfulandinvolverealcommunicationDialoguesarenotusedinCLTBothaccuracyandfluencyaregoalsinCLTCLTisusuallydescribedasamethodofteaching(Richard,2007) CommunicativeLanguageTeaching Definition(PrinciplesofCLT&mainfeatures) Goal Communicativecompetence(vs.linguisticcompetence) Fluency(vs.accuracy) LearningProcess TeacherandLearner’sRoles Activities Application Definition:anapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.PrinciplesofCLT1.Secondlanguagelearningisfacilitatedwhenlearnersareengagedininteractionandmeaningfulcommunication.2.Effectiveclassroomlearningtasksandexercisesprovideopportunitiesforstudentstonegotiatemeaning,expandtheirlanguageresources,noticehowlanguageisused,andtakepartinmeaningfulinterpersonalexchange.3.Meaningfulcommunicationresultsfromstudentsprocessingcontentthatisrelevant,purposeful,interestingandengaging.4.Communicationisaholisticprocessthatoftencallsupontheuseofseverallanguageskillsormodalities.5.Languagelearningisfacilitatedbothbyactivitiesthatinvolveinductiveordiscoverylearningofunderlyingrulesoflanguageuseandorganizationaswellasbythoseinvolvinglanguageanalysisandreflection.Languagelearningisagradualprocessthatinvolvescreativeuseoflanguageandtrialanderror.Althougherrorsareanormalproductoflearning,theultimategoaloflearningistobeabletousethenewlanguagebothaccuratelyandfluently.Learnersdeveloptheirownroutestolanguagelearning,progressatdifferentrates,andhavedifferentneedsandmotivationsforlanguagelearning.SuccessfullanguagelearninginvolvestheuseofeffectivelearningandcommunicationstrategiesTheroleoftheteacherinthelanguageclassroomisthatofafacilitator,whocreatesaclassroomclimateconducivetolanguagelearningandprovidesopportunitiesforstudentstouseandpracticethelanguageandtoreflectonlanguageuseandlanguagelearning.Theclassroomisacommunitywherelearnerslearnthroughcollaborationandsharing.MainfeaturesofCLT1.2.…MainfeaturesofCLT Thegoalistolearntocommunicateinthetargetlanguage(communicativecompetence). Emphasisisplacedonmeaningandusingthelanguageratherthanonthestructureandformofthelanguage. Itislearner-centeredratherthanteacher-centered Thefourlanguageskillsaredevelopedsimultaneously. Awiderangeofactivitiesinvolvingreal-worldcommunicationareemployed.WhyCLT Linguisticallycompetent,butcommunicativelyincompetent Shiftfromfocusongrammartolanguageinuse CommunicativeLanguageTeaching Definition(PrinciplesofCLT&mainfeatures) Goal Communicativecompetence(vs.linguisticcompetence) Fluency(vs.accuracy) LearningProcess TeacherandLearner’sRoles Activities Application Communicativecompetence:linguisticcompetencepragmaticcompetencediscoursecompetencestrategiccompetencefluencyfivecomponents(seetextbookp18-19) aspects GrammaticalCompetence CommunicativeCompetence proponent Chomsky Hymes Definition theknowledgewehaveofalanguagethataccountsforourabilitytoproducesentencesinalanguageKnowledgeofbuildingsentences:partofspeech,tenses,phrases,clauses,grammaticalrulesetc. competenceofusinglanguageformeaningfulcommunicationKnowinghowtouselanguageforarangeofdifferentpurposesandfunctionsKnowinghowtovaryouruseoflanguageaccordingtothesettingandtheparticipantsKnowinghowtoproduceandunderstanddifferenttypesoftextsKnowinghowtomaintaincommunicationdespitehavinglimitationsinone’slanguageknowledgeCommunicativecompetence:linguisticcompetencepragmaticcompetencediscoursecompetencestrategiccompetencefluencyfivecomponents KnowinghowtouselanguageforarangeofdifferentpurposesandfunctionsKnowinghowtovaryouruseoflanguageaccordingtothesettingandtheparticipantsKnowinghowtoproduceandunderstanddifferenttypesoftextsKnowinghowtomaintaincommunicationdespitehavinglimitationsinone’slanguageknowledge CommunicativeLanguageTeaching Definition(PrinciplesofCLT&mainfeatures) Goal Communicativecompetence(vs.linguisticcompetence) Fluency(vs.accuracy) LearningProcess TeacherandLearner’sRoles Activities Application Definition:naturallanguageuseoccurringwhenaspeakerengagesinmeaningfulinteractionandmaintainscomprehensibleandongoingcommunicationdespitelimitationsinhiscommunicativecompetenceHow:Canbeachievedthoughtnegotiatingmeaning,usingcommunicationstrategies,correctingmisunderstandingsandavoidingcommunicationbreakdownsinclassroomactivitiesDefinition:creatingcorrectexamplesoflanguageuseFluencyaccuracy Reflectnaturaluseoflanguage Focusonachievingcommunication Requiremeaningfuluseoflanguage Requiretheuseofcommunicationstrategies Producelangugethatmaynotbepredictable Seektolinklanguageusetocontext Reflectclassroomuseoflanguage Focusontheformationofcorrectexamplesoflanguge Practicelanguageoutofcontext Practicesmallsamplesoflanguage Donotrequiremeaningfulcommunication ChoiceoflanguageiscontrolledActivitiesonfluencyActivitiesonaccuracySeekbalancebetweenfluencyandaccuracyUseaccuracytodevelopfluencyExamplesTheteacherandastudentactoutadialogueinwhichacustomerreturnsafaultyobjectshehaspurchasedtoadepartmentstore.Theclerkaskswhattheproblemisandpromisestogetarefundforthecustomerortoreplacetheitem.Ingroupsstudentsnowtrytorecreatethedialogueusinglanguageitemsoftheirchoice.Theyareaskedtorecreatewhathappenedpreservingthemeaningbutnotnecessarilytheexactlanguage.Theylateractouttheirdialoguesinfrontoftheclass.Studentsarepracticingdialogues.ThedialoguescontainexamplesoffallingintonationinWh-questions.Theclassisorganizedingroupsofthree,twostudentspracticingthedialogue,andthethirdplayingtherolefomonitor.Themonitorchecksthattheothersareusingthecorrectintonationpatternandcorrectthemwherenecessary.Thestudentsrotatetheirrolesbetweenthosereadingthedialogueandthosemonitoring.Theteachermovesaroundlisteningtothegroupsandcorrectingtheirlanguagewherenecessary. CommunicativeLanguageTeaching Definition(PrinciplesofCLT&mainfeatures) Goal Communicativecompetence(vs.linguisticcompetence) Fluency(vs.accuracy) LearningProcess TeacherandLearner’sRoles Activities Application InthepastmechanicalhabitformationinCLT experimenting collaborativelycreatingmeaningfulandpurposefulinteractions CommunicativeLanguageTeaching Definition(PrinciplesofCLT&mainfeatures) Goal Communicativecompetence(vs.linguisticcompetence) Fluency(vs.accuracy) LearningProcess TeacherandLearner’sRoles Activities Application CLTvs.TraditionalApproach Teacher: facilitatorandmonitor Student greaterresponsibilityforlearningTeacher:ImitationmodelStudent:practicer,passivereceiverLearner-centerednessDefinition Theperspectivethatfocusesonindividuallearners(theirheredity,experiences,perspectives,backgrounds,talents,interests,capacities,andneeds)withafocusonlearning(thebestavailableknowledgeaboutlearningandhowitoccursandaboutteachingpracticesthataremosteffectiveinpromotingthehighestlevelsofmotivation,learning,andachievementforalllearners).Thisdualfocustheninformsanddriveseducationaldecisionmaking.Thelearner-centeredperspectiveisareflectionofthetwelvelearner-centeredpsychologicalprinciplesintheprograms,practices,policies,andpeoplethatsupportlearningforall.(McCombs,&Whisler,1997). Hart(2003)definesthroughconstructivismtheviewthat“languagelearners shoulddeveloptheirunderstandingoftheconventionoflanguageusedbyengaginginthekindsoflanguageactivityfoundinrealliferatherthanbylearninglistsofrules”(p.288) Dupin-Bryant(2004)defineslearner-centeredteachingstyleas“astyleofinstructionthatisresponsive,collaborative,problem-centered,anddemocraticinwhichbothstudentsandtheinstructordecidehow,what,andwhenlearningoccurs”(p.42).Ontheotherhand,teacher-centeredteachingstyleisconsideredas“astyleofinstructionthatisformal,controlled,andautocraticinwhichtheinstructordirectshow,what,andwhenstudentslearn”(p.42). Learner-centerededucationisByhelpingthestudentacquirethebasicskillstolearn,ultimatelyprovidesabasisforlearningthroughoutlife.Itthereforeplacestheresponsibilityforlearningonthestudent,whiletheinstructorassumesresponsibilityforfacilitatingthestudent’seducation.Thisapproachstrivestobeindividualistic,flexible,competency-based,variedinmethodologyandnotalwaysconstrainedbytimeorplace.(ArizonaFacultiesCouncil)StudentLearner Morecontrolled lesscontrolled inclusivePremiseforlearner-centeredness Learnersaredistinctandunique.Theirdistinctivenessanduniquenessmustbeattendedtoandtakenintoaccountiflearnersaretoengageinandtakeresponsibilityfortheirownlearning. Learners'uniquedifferencesincludetheiremotionalstatesofmind,learningrates,learningstyles,stagesofdevelopment,abilities,talents,feelingsofefficacy,andotheracademicandnonacademicattributesandneeds.Thesemustbetakenintoaccountifalllearnersaretobeprovidedwiththenecessarychallengesandopportunitiesforlearningandself-development. Learningisaconstructiveprocessthatoccursbestwhenwhatisbeinglearnedisrelevantandmeaningfultothelearnerandwhenthelearnerisactivelyengagedincreatinghisorherownknowledgeandunderstandingbyconnectingwhatisbeinglearnedwithpriorknowledgeandexperience. Learningoccursbestinapositiveenvironment,onethatcontainspositiveinterpersonalrelationshipsandinteractions,thatcontainscomfortandorder,andinwhichthelearnerfeelsappreciated,acknowledged,respected,andvalidated. Learningisafundamentallynaturalprocess;learnersarenaturallycuriousandbasicallyinterestedinlearningaboutandmasteringtheirworld.Althoughnegativethoughtsandfeelingssometimesinterferewiththisnaturalinclinationandmustbedealtwith,thelearnerdoesnotrequire"fixing."Learner-centerednessvs.teachercenteredness Teacher-Centeredness Learner-Centeredness FocusisoninstructorProfessor’sroleistobeprimaryinformationgiverandprimaryevaluatorSageonthestage FocusisonbothstudentsandinstructorProfessor’sroleistocoachandfacilitateProfessorandstudentsevaluatelearningtogetherDesigneroflearningenvironments OnlystudentsareviewedaslearnersProfessor’sroleistobeprimaryinformationgiverandprimaryevaluator ProfessorandstudentslearntogetherProfessor’sroleistocoachandfacilitateProfessorandstudentsevaluatelearningtogether Focusisonlanguageformsandstructures(whattheinstructorknowsaboutthelanguage) Focusisonlanguageuseintypicalsituations(howstudentswillusethelanguage) Knowledgeistransmittedfromprofessortostudents Studentsconstructknowledgethroughgatheringandsynthesizinginformationandintegratingitwiththegeneralskillsofinquiry,communication,criticalthinking,problemsolvingandsoon StudentspassivelyreceiveinformationEmphasisison Studentsareactivelyinvolved acquisitionofknowledgeoutsidethecontextinwhichitwillbeused Emphasisisonusingandcommunicatingknowledgeeffectivelytoaddressenduringandemergingissuesandproblemsinreal-lifecontextsPrintthispagePrintthispagePrintthispagePrintthispage ListeningReadingIndependentlearning,oftenincompetitionforgrades StudentsconstructknowledgebyintegratingnewlearningintowhattheyalreadyknowLearningisviewedasacognitiveandsocialact Studentsworkalone Studentsworkinpairs,ingroups,oralonedependingonthepurposeoftheactivity Instructormonitorsandcorrectseverystudentutterance Studentstalkwithoutconstantinstructormonitoring;instructorprovidesfeedback/correctionwhenquestionsarise Instructoranswersstudents’questionsaboutlanguage Studentsanswereachother’squestions,usinginstructorasaninformationresource Basedondeliveryofinformation Basedonengagementofstudents •Lecture•Assignmentsandexamsforsummativepurposes •Activelearning•Assignmentsforformativepurposes•Collaborativelearning•Communityservicelearning•Cooperativelearning•Online,asynchronous,self-directedlearning•Problem-basedlearning ClassroomisquietCultureiscompetitiveandindividualistic ClassroomisoftennoisyandbusyCultureiscooperative,collaborative,andsupportive Assessmentisusedtomonitorlearning Assessmentisusedtopromoteanddiagnose ListeningReadingIndependentlearning,oftenincompetitionforgrades StudentsconstructknowledgebyintegratingnewlearningintowhattheyalreadyknowLearningisviewedasacognitiveandsocialact Studentsworkalone Studentsworkinpairs,ingroups,oralonedependingonthepurposeoftheactivity Instructormonitorsandcorrectseverystudentutterance Studentstalkwithoutconstantinstructormonitoring;instructorprovidesfeedback/correctionwhenquestionsarise Instructoranswersstudents’questionsaboutlanguage Studentsanswereachother’squestions,usinginstructorasaninformationresource Basedondeliveryofinformation Basedonengagementofstudents •Lecture•Assignmentsandexamsforsummativepurposes •Activelearning•Assignmentsforformativepurposes•Collaborativelearning•Communityservicelearning•Cooperativelearning•Online,asynchronous,self-directedlearning•Problem-basedlearning ClassroomisquietCultureiscompetitiveandindividualistic ClassroomisoftennoisyandbusyCultureiscooperative,collaborative,andsupportive Assessmentisusedtomonitorlearning Assessmentisusedtopromoteanddiagnose ListeningReadingIndependentlearning,oftenincompetitionforgrades StudentsconstructknowledgebyintegratingnewlearningintowhattheyalreadyknowLearningisviewedasacognitiveandsocialact Studentsworkalone Studentsworkinpairs,ingroups,oralonedependingonthepurposeoftheactivity Instructormonitorsandcorrectseverystudentutterance Studentstalkwithoutconstantinstructormonitoring;instructorprovidesfeedback/correctionwhenquestionsarise Instructoranswersstudents’questionsaboutlanguage Studentsanswereachother’squestions,usinginstructorasaninformationresource Basedondeliveryofinformation Basedonengagementofstudents •Lecture•Assignmentsandexamsforsummativepurposes •Activelearning•Assignmentsforformativepurposes•Collaborativelearning•Communityservicelearning•Cooperativelearning•Online,asynchronous,self-directedlearning•Problem-basedlearning ClassroomisquietCultureiscompetitiveandindividualistic ClassroomisoftennoisyandbusyCultureiscooperative,collaborative,andsupportive Assessmentisusedtomonitorlearning Assessmentisusedtopromoteanddiagnose Independentlearning,oftenincompetitionforgrades StudentsconstructknowledgebyintegratingnewlearningintowhattheyalreadyknowLearningisviewedasacognitiveandsocialact Studentsworkalone Studentsworkinpairs,ingroups,oralonedependingonthepurposeoftheactivity Instructormonitorsandcorrectseverystudentutterance Studentstalkwithoutconstantinstructormonitoring;instructorprovidesfeedback/correctionwhenquestionsarise Instructoranswersstudents’questionsaboutlanguage Studentsanswereachother’squestions,usinginstructorasaninformationresource Basedondeliveryofinformation Basedonengagementofstudents •Lecture•Assignmentsandexamsforsummativepurposes •Activelearning•Assignmentsforformativepurposes•Collaborativelearning•Communityservicelearning•Cooperativelearning•Online,asynchronous,self-directedlearning•Problem-basedlearning ClassroomisquietCultureiscompetitiveandindividualistic ClassroomisoftennoisyandbusyCultureiscooperative,collaborative,andsupportive Assessmentisusedtomonitorlearning Assessmentisusedtopromoteanddiagnose teacher-centeredness learner-centerednessDialecticviewViewteacher-centerednessandlearner-centerednessascompensationforeachother CommunicativeLanguageTeaching Definition(PrinciplesofCLT&mainfeatures) Goal Communicativecompetence(vs.linguisticcompetence) Fluency(vs.accuracy) LearningProcess TeacherandLearner’sRoles Activities Application CLTvs.TraditionalApproaches Cooperative:pairwork,groupwork,roleplay,projectwork Individualistic,memorizationofdialoguesanddrills(ppp)ActivitiesandPracticeInformationgap:inrealcommunicationpeoplenormallycommunicateinordertogetinformationtheydonotpossess.jig-sawactivitiestask-completionactivitiesinformationgatheringactivitiesopinion-sharingactivitiesinformation-transferactivitiesreasoning-gapactivitiesrole-plays(seetextbook,p22-23)ActivitiesandPracticeSuperlativeadjectivesusuallyappearbeforethenountheymodifya.ThefunniestpersonIknowismyfriendBob.b.Themostcaringindividualinourschoolisthecustodian.Theycanalsooccurwiththenountheymodify.Superlativesareoftenfollowedbyrelativeclausesinthepresentperfect.Completethesesentenceswithyourowninformation,andaddmoredetails.Thencomparewithapartner.a.ThemostsuccessfulindividualIknowis…b.OfallthepeopleIknow…istheleastself-centered.c.TheyoungestpersonwhoIconsidertobeaherois…Groupwork.DiscussthesentencesyouwroteinExercises2.Askeachotherthefollow-upquestions.A:Mynest-doorneighboristhebravestpersonI’veevermet.B:Whatdidyourneighbordoexactly?Whichactivityismechanical?Whichismeaningful?Andwhichiscommunicative? Mechanicalpractice:acontrolledpracticeactivitywhichstudentscansuccessfullycarryoutwithoutnecessarilyunderstandingthelanguagetheyareusing MeaningfulPractice:activitieswherelanguagecontrolisstillprovidedbutwherestudentsarerequiredtomakemeaningfulchoiceswhencarryingoutpractice. Communicativepractice:activitieswherepracticeinusinglanguagewithinarealcommunicativecontextisthefocus,whererealinformationisexchanged.Andwherethelanguageusedisnottotallypredictable.Evaluationoncommunicativeactivities(seetextbook,p24)?CharacteristicsofCommunicativeLanguageTeachingPeoplelearnalanguagebestwhenusingittodothingsratherthanthroughstudyinghowlanguageworksandpracticingrules.Grammarisnolongerimportantinlanguageteaching.Peoplelearnalanguagethroughcommunicatinginit.ErrorsarenotimportantinspeakingalanguageCLTisonlyconcernedwithteachingspeaking.ClassroomactivitiesshouldbemeaningfulandinvolverealcommunicationDialoguesarenotusedinCLTBothaccuracyandfluencyaregoalsinCLTCLTisusuallydescribedasamethodofteaching(Richard,2007)CommunicativeLanguageTeaching(languageinuse)TheNaturalApproachCooperativeLearningTask-basedTeachingActivities:1.watchavideoclipanddiscusswhetheritrevealstheideologyofCLT交际法Communicativeapproach.avi2.workingroupstodesignanactivitythatfocusesonmeaningFurtherreadings何广铿. (1995).《英语教学法基础》.暨南大学出版社.P69-75，P93-97胡明著.(2003).《交际法和中国英语教学》.  广东教育出版社. 顾日国.（1998）.《英语教学法(上)》.北京：外语教学与研究出版社．韩新民.（2005）.《外语教学法》.光明出版社AssignmentWriteasummaryon“CLTinComparisontoTraditionalTeachingModel”.Itisadvisedtoexplaintheirdifferencesinpoints.Youmaycomparetheminthefollowingaspects:goals,teachingmethods(howtoteachalesson,activitiesusuallyinvolved),rolesofteacherandstudent.Youarefreetoaddmoreaspectsforcomparison.Requirementsoftheformat:Papersize:A4Font:TimesNewRomanFontsize:no.5Space:singlespacingMargin:unlimitedWordlimit:around200wordsDeadline:10thMarchReferenceJohnson,K.(2002).AnIntroductiontoForeignLanguageLearningandTeaching.ForeignLanguageTeachingandResearchPress.McCombs,B.L.,&Whisler,J.S.(1997).Thelearner-centeredclassroomandschool:Strategiesforincreasingstudentmotivationandachievement.SanFrancisco:Jossey-Bass.ArizonaFacultiesCouncil.http://www.abor.asu.edu/4_special_programs/lce/afc-defined_lce.htmHart,I.(2003).TheOutsider’sGaze:ALearner-CentredApproachtoLanguage-TeachingMaterials.EducationalMediaInternational.http://www.tandf.co.uk/journalsDupin-Bryant,P.A.(2004).TeachingStylesofInteractiveTelevisionInstructors:ADescriptiveStudy.TheAmericanJournalofDistanceEducation,18(1),39-50.Richards,J.C.(2000).ApproachesandMethodsinLanguageTeaching.ForeignLanguageTeachingandResearchPress.