Name given to a set of beliefs which included not only a re-examination of what aspects of language to teach, but also a shift in emphasis in how to teach.
The
“what to teach” aspect stresses the significance of language functions rather
than focusing solely on grammar and vocabulary. A guiding principle is to train
students to the use of these language forms appropriately in a variety of
contexts and for a variety of purposes.
The “how to teach” aspect is closely
related to the idea that language learning will take care of itself, and that
plentiful exposure to language in use and plenty of opportunities to use it are
vitally important for a student’s development of knowledge and skill.
Activities in Communicative Language
Teaching:
-typically involve students in real or
realistic communication, where the accuracy of the language
they use is less important than successful achievement
of the communicative task they are performing.
-have a purpose for communicating
-are focused on the content of what they
are saying or writing rather than on a particular language form
-use a variety of language rather than
just one language structure
A key to the enhancement of communicative purpose
is the desire to communicate.
An analysis of the communicative meanings
that a language learner needs to understand and express. Rather than describe
the core of language through traditional concepts of gramar and vocabulary, it
attempts to demonstrate the systems of meaning that lay behind the communicative
uses of language.
It describes two types of meanings: notional
categories (concepts such as time, sequence, quantity, location, frequency) and
communication function (requests, denials, offers, complaints)
TEACHER GOALS: enable students to communicate
in the target language. To do this the students need knowledge of the
linguistic forms, meanings and functions.
TEACHER’S ROLE: adviser and monitor. Sometimes
communicator, but students above all are the communicators.
TEACHING/LEARNING PROCESS: everything is
done with a communicative intent: information gap, choice, feedback. e.g. What
day is today?
INTERACTION: T x S: present some part of
the lesson (work on linguistic accuracy), facilitator of the activities, but doesn’t interact. Sometimes
co-communicator: prompt communication
between and among the students / S x S: a great deal of time.
EMPHASYS: language functions might be
emphasized over forms. Students work on all four skills from the beginning.
Negotiation of meaning comes through interaction.
STUDENT’S NATIVE LANGUAGE: judicious use
is permitted. But target language should be used whenever possible during
communicative activities, for explaining them, or in assigning homework.
Language is a vehicle for communication, not just an object to be studied.
EVALUATION: not only accuracy, but also
fluency. The control of structures and vocabulary not always guarantee communication.
Informally, the teacher evaluate students’ performance in his role as adviser
or co-communicator.
RESPONSE
TO ERRORS: tolerated during fluency-based activities. The teacher may take note
and return to them later with an accuracy-based activity.
