Communicative Approach
Communicative Language Teaching (CLT) and the Post -Method Era
POSTED BY TEACHING ENGLISH 4 ALL ⋅ APRIL 22, 2011 ⋅ 4 COMMENTS
FILED UNDER ADVANTAGES, CLT, COMMUNICATIVE, DISADVANTAGE, LANGUAGE, TEACHING, TEACHING ENGLISH
Background
The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating late 1960s. Until then, situation of Language Teaching represented the major British approach to teaching English as foreign language. In situational language teaching, language was taught by practicing basic structure in meaningful situation-based activities. But just as the linguistics theory underlying audio-Lingualism was rejected in the united state in the mid-1960s, British applied linguists began to call into question the theoretical assumptions underlying Situational Language Teaching.
Common to all version of Communicative Language Teaching is a theory of language teaching that stars from a communicative model of language and language use, and that seeks to translate this into design for an instructional system, for material, for teacher and learner roles and behaviors, and for classroom activities and technique. Let’s see how this is manifested at the levels of approach, design, and procedure.
Approach
The Communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop communicative competence (Richards & Rodgers, 2001:159). Another linguistic theory of communication favored in CLT is Halliday’s functional account of language use. Linguistic is concerned with the description of speech acts of texts, since only through study of language in use are all the function of language and therefore all components of meaning brought into focus.
Designs
These are some considerations to make designs in communicative approach:
1. Objectives
Piepho (in Richards & Rodgers, 2001:162) discusses the following levels of
POSTED BY TEACHING ENGLISH 4 ALL ⋅ APRIL 22, 2011 ⋅ 4 COMMENTS
FILED UNDER ADVANTAGES, CLT, COMMUNICATIVE, DISADVANTAGE, LANGUAGE, TEACHING, TEACHING ENGLISH
Background
The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating late 1960s. Until then, situation of Language Teaching represented the major British approach to teaching English as foreign language. In situational language teaching, language was taught by practicing basic structure in meaningful situation-based activities. But just as the linguistics theory underlying audio-Lingualism was rejected in the united state in the mid-1960s, British applied linguists began to call into question the theoretical assumptions underlying Situational Language Teaching.
Common to all version of Communicative Language Teaching is a theory of language teaching that stars from a communicative model of language and language use, and that seeks to translate this into design for an instructional system, for material, for teacher and learner roles and behaviors, and for classroom activities and technique. Let’s see how this is manifested at the levels of approach, design, and procedure.
Approach
The Communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop communicative competence (Richards & Rodgers, 2001:159). Another linguistic theory of communication favored in CLT is Halliday’s functional account of language use. Linguistic is concerned with the description of speech acts of texts, since only through study of language in use are all the function of language and therefore all components of meaning brought into focus.
Designs
These are some considerations to make designs in communicative approach:
1. Objectives
Piepho (in Richards & Rodgers, 2001:162) discusses the following levels of