COMMUNICATIVE LANGUAGE TEACHING Activity 1: Understanding the Principles of Communicative Language Teaching

Task 1 Read the following article on communicative language teaching. Then look at the sample communicative activities in the exemplar assigned to you. Identify the characteristics of communicative language teaching in the sample activities as discussed in the article. Language use in real life vs traditional language teaching pedagogy

Generally speaking language use in real life differs from Generally speaking language use in real life differs from traditional language teaching pedagogy in the following aspects: traditional language teaching pedagogy in the following aspects: In real life, language is used to perform certain communicative In real life, language is used to perform certain communicative functions; in traditional pedagogy, the teaching focus is on form functions; in traditional pedagogy, the teaching focus is on form rather than functions. rather than functions. For various reasons, traditional pedagogy tends to focus on one For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others. In real language or two language skills and ignore the others. In real language use, we use all skills, including the receptive skills of listening use, we use all skills, including the receptive skills of listening and reading, and the productive skills of speaking and writing. and reading, and the productive skills of speaking and writing. In reality, language is always used in a certain context, but In reality, language is always used in a certain context, but traditional pedagogy tends to isolate language from its context. traditional pedagogy tends to isolate language from its context.

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Fostering communicative competence One possible solution to bridge the gap between classroom language teaching and real life language use is the adoption of communicative language teaching. The goal of CLT is to develop students communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. Based on the concept of communicative competence, Based on the concept of communicative competence, communicative language teaching has the following features: communicative language teaching has the following features: It stresses the need to allow students opportunities for authentic and It stresses the need to allow students opportunities for authentic and creative use of the language. creative use of the language. It focuses on meaning rather than form. It focuses on meaning rather than form. It suggests that learning should be relevant to the needs of the students. It suggests that learning should be relevant to the needs of the students. It advocates task-based language teaching. Students should be given It advocates task-based language teaching. Students should be given tasks to perform or problems to solve in the classroom. tasks to perform or problems to solve in the classroom. It emphasizes a functional approach to language learning (i.e. what It emphasizes a functional approach to language learning (i.e. what people do with language, such as inviting, apologizing, greeting and people do with language, such as inviting, apologizing, greeting and introducing, etc.). Also, to be competent in the target language, introducing, etc.). Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the learners should acquire not only linguistic knowledge, but also the culture of that language. culture of that language.

Richards and Rodgers (1986) suggested that communicative Richards and Rodgers (1986) suggested that communicative language teaching should be guided by the following language teaching should be guided by the following principles: principles: Communicative principle: Activities that involve real Communicative principle: Activities that involve real communication promote learning. communication promote learning. Task principle: Activities in which language is used for Task principle: Activities in which language is used for carrying out meaningful tasks promote learning. carrying out meaningful tasks promote learning. Meaningfulness principle: Language that is meaningful to the Meaningfulness principle: Language that is meaningful to the learner supports the learning process. learner supports the learning process.

As such, the teaching of listening and speaking skills need to be redefined in terms of real communicative use, that is, students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative.

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Communicative activities for developing the listening and speaking skills Communicative activities for developing the listening and speaking skills The key assumption in communicative language teaching is that the The key assumption in communicative language teaching is that the pupils learn the language through engaging in a variety of pupils learn the language through engaging in a variety of communicative activities. Littlewood (1983) introduced a classification communicative activities. Littlewood (1983) introduced a classification of communicative activities as follows: of communicative activities as follows: Functional communicative activities: Functional communicative activities: Identifying pictures Identifying pictures Discovering identical pairs Discovering identical pairs Discovering sequences or locations Discovering sequences or locations Discovering missing information Discovering missing information Discovering missing features Discovering missing features Discovering secrets Discovering secrets Communicating patterns and pictures Communicating patterns and pictures Discovering differences Discovering differences Following directions Following directions Reconstructing story-sequences Reconstructing story-sequences Pooling information to solve a problem Pooling information to solve a problem Social interaction activities: Social interaction activities: Role-playing through cued dialogues Role-playing through cued dialogues Role-playing through cues and information Role-playing through cues and information Role-playing through situation and goals Role-playing through situation and goals Role-playing through debate or discussion Role-playing through debate or discussion Large-scale simulation activities Large-scale simulation activities Improvisation Improvisation Ellis has listed six criteria for evaluating communicative classroom Ellis has listed six criteria for evaluating communicative classroom activities: activities: Communicative purpose: The activity must involve the pupils in Communicative purpose: The activity must involve the pupils in performing a real communicative purpose rather than just practicing performing a real communicative purpose rather than just practicing language for its own sake. language for its own sake. Communicative desire: The activity must create a desire to communicate Communicative desire: The activity must create a desire to communicate in the pupils. That is, even if communication is forced on the pupils, they in the pupils. That is, even if communication is forced on the pupils, they must feel a real need to communicate. must feel a real need to communicate. Content, not form: When the pupils are doing the activity, they must be Content, not form: When the pupils are doing the activity, they must be concentrating on what they are saying, not how they say it. They must have concentrating on what they are saying, not how they say it. They must have some message that they want to communicate. some message that they want to communicate. Variety of language: The activity must involve the pupils in using a variety Variety of language: The activity must involve the pupils in using a variety of language, not just one specific language form. The pupils should feel of language, not just one specific language form. The pupils should feel free to improvise, using whatever resources they choose. free to improvise, using whatever resources they choose. No teacher intervention: The activity must be designed to be done by the No teacher intervention: The activity must be designed to be done by the pupils working by themselves rather than with the teacher. pupils working by themselves rather than with the teacher. No materials control: The activity should not be designed to control what No materials control: The activity should not be designed to control what language the pupils should use. The choice about what language to use language the pupils should use. The choice about what language to use should rest with the pupils. should rest with the pupils.
Source: ( http://zy.swust.net.cn/06/1/zxyyjcjf/unit%20two.htm Retrieved on 10 May 2009. Source: ( http://zy.swust.net.cn/06/1/zxyyjcjf/unit%20two.htm Retrieved on 10 May 2009.

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Activity 2: Real life communication

Task 1 Look at the following real life conversations. In your group discuss the following: What might the situation be? Why is the person asking these questions?

Can you tell us about your Can you tell us about your educational background educational background and work experience. and work experience.

Yes, I did my first degree Yes, I did my first degree at the National University at the National University of Malaysia and of Malaysia and

Ma, Im very hungry. What Ma, Im very hungry. What are you cooking for dinner? are you cooking for dinner?

Oh, Ive cooked nasi Oh, Ive cooked nasi dagang for you. dagang for you.

Adapted from: Doff, A. (1991). Teach English. A Training Course for Teachers (p. 209).

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Task 2 You have given your pupils the following picture to practise asking and answering questions. In your groups discuss what the pupils might say. Why are they asking these questions?

Source: Doff, A. (1991). Teach English. A Training Course for Teachers (p. 217).

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Activity 3: Exemplars of communicative activities

A variety of communicative activities information gap, role play and problem solving - are illustrated on the following pages. Each exemplar comprises two or three sample activities. Task 1 Examine the exemplars of communicative activities below. In your groups discuss the following: the advantages and problems of using communicative activities in your class Exemplars
Information gap Sample A - Asking For Train

Advantages

Problems

Information

Sample B - Exchanging

personal information
Sample C - Exchanging

information
Role Play

Sample A Sample B
Problem Solving

Sample A - A zoo Sample B - Sequencing a story

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Exemplar 1: Information gap activities

Information gap activities are usually designed to be carried out by the Information gap activities are usually designed to be carried out by the pupils working in pairs. One pupil has information which the other pupil pupils working in pairs. One pupil has information which the other pupil does not have, so there is a need to communicate. The pupils have to ask does not have, so there is a need to communicate. The pupils have to ask questions in order to obtain the information that they need. questions in order to obtain the information that they need.

Sample A Asking For Train Information Student A

You are at present living and studying in Kuala Lumpur. Your cousin is You are at present living and studying in Kuala Lumpur. Your cousin is getting married in Johore Bharu on Saturday. You phone up the train getting married in Johore Bharu on Saturday. You phone up the train station to find out the times of the trains to and from Johore Bharu. station to find out the times of the trains to and from Johore Bharu. The wedding is at 11.15 in the morning. You wish to arrive in Johore The wedding is at 11.15 in the morning. You wish to arrive in Johore Bharu either on Friday evening or early Saturday morning. You must Bharu either on Friday evening or early Saturday morning. You must be back in Kuala Lumpur in time for your class at 2.00 in the be back in Kuala Lumpur in time for your class at 2.00 in the afternoon on Monday. afternoon on Monday.

Student B is a clerk at the Central Station. Before starting, have a pen ready to make a note of the following:

Time/day of departure from Kuala Lumpur _______________________ Time/day of arrival in Johore Bharu _____________________________ Time/day of departure from Johore Bharu________________________ Time/day of arrival in Kuala Lumpur_____________________________

You can begin like this:

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Good (morning). Id like some information about trains from Kuala Lumpur to Johore Bharu. Asking For Train Information Student B

You are a clerk at the train station in Kuala Lumpur. Student A phones You are a clerk at the train station in Kuala Lumpur. Student A phones you up for some information about trains to and from Johore Bharu. you up for some information about trains to and from Johore Bharu.

Answer his/her inquiries with the help of the time-tables below. Time-table Kuala Lumpur Johore Bharu Daily Kuala Lumpur.dep. Johore Bharu..arr. 8.02 9.00 22.49 14.45 00.09 21.04 06.45 21.05 13.45 08.30

Adapted from: Jones, P.W. (1997) Pair Work 2 (p. 15).

Time-table Johore Bharu - Kuala Lumpur Daily Johore Bharu.. dep. Kuala Lumpur. arr. 22.05 16.19 07.55 23.35 12.40 07.50 15.45 05.50 19.00 09.35

Adapted from: Jones, P.W. (1997) Pair Work 2 (p. 58).

Sample B

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Exchanging personal information Answer Bs questions. Ask B the questions. Write the answers in the chart.

Student A

WHATS YOUR NAME WHERE DO YOU LIVE?

WHAT DO YOU DO? WHAT DO YOU DO IN YOUR FREE TIME? WHAT KIND OF MUSIC DO YOU LIKE?

Source: Helgesen, M., Parker, A., & McClure, K. (1993). Talking Together (p. 11).

Exchanging personal information Answer As questions. Ask A the questions. Write the answers on the chart.

Student B

WHATS YOUR NAME WHERE DO YOU LIVE?

WHAT DO YOU DO? WHAT DO YOU DO IN YOUR FREE TIME? WHAT KIND OF MUSIC DO YOU LIKE?

Source: Helgesen, M., Parker, A., & McClure, K. (1993). Talking Together (p. 12).

Sample C

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Exchanging information

Student A

Source: Helgesen, M., Parker, A., & McClure, K. (1993). Talking Together (p. 11).

Exchanging information

Student B

Source: Helgesen, M., Parker, A., & McClure, K. (1993). Talking Together (p. 12).

Role play is a way of bringing situations from real life into the Role play is a way of bringing situations from real life into the classrooms. In a role play, the pupils imagine the role and the situation. classrooms. In a role play, the pupils imagine the role and the situation. For example, they pretend to be a shopkeeper asking what a customer For example, they pretend to be a shopkeeper asking what a customer wants to buy. (Reading a dialogue aloud is not a role play.)The situations wants to buy. (Reading a dialogue aloud is not a role play.)The situations used for role playplay should as far as possible be within the experience of Exemplar Role used for2: role play should as far as possible be within the experience of the pupils. The more familiar a role or situation is, the easier it will be. the pupils. The more familiar a role or situation is, the easier it will be.
Adapted from: Doff, A. (1991). Teach English. A training course for teachers (p. 232). Adapted from: Doff, A. (1991). Teach English. A training course for teachers (p. 232). PEELT-PRI/1 71

Sample A Instruction to pupils

One of your classmates reported to the Head master that he had lost his pocket money which he kept in his school bag in the classroom. Imagine that one of you is the Head master and the other partner is the pupil making the report. Carry out the conversation between the Head master and the pupil.

Sample B Instruction to pupils

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Imagine that you are Chin Hock. You are doing your homework when the telephone rings. It is your friend Ahmad. Carry out the telephone conversation with Ahmad using the frame and the diary below. You have two minutes to study the frame and the diary before carrying out the conversation.

Chin Hock Ahmad Answer the phone and Answer the phone and say your name say your name 1 1

Say who you are Say who you are

22

Greet your friend Greet your friend 3 3

Say you are busy and Say you are busy and explain what you are explain what you are doing doing 55

Ask if you are disturbing your Ask if you are disturbing your friend 4 friend 4

Invite your friend to go see a Invite your friend to go see a film on Monday night film on Monday night

Refuse the invitation Refuse the invitation and make an excuse and make an excuse 77
Refuse/accept the Refuse/accept the invitation invitation

66

Repeat the same invitation Repeat the same invitation

for evening for evening 88

99

Say goodbye Say goodbye

10 10

Chin Hocks Diary Monday Tuesday Wednesday Thursday

Must study for the History test tomorrow. Write letters this afternoon to Mary, Rajoo and Kim Teck Help father fix the wall shelves tonight Attend cub scouts meeting in the afternoon

Friday

Complete Bahasa Malaysia assignment tonight

Source: Drabble, E. (1988). RELC Special Project.

Exemplar 3: Problem Solving

Sample A
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A zoo putting the animals in the appropriate cages Instruction to pupils Your worksheet shows a map of a zoo. Your job is Your worksheet shows a map of a zoo. Your job is to help decide which cages to put the different to help decide which cages to put the different animals in. The animals must be put in the animals in. The animals must be put in the appropriate cages according to the following appropriate cages according to the following requirements: requirements:

A Course in (p.116).

Source: Ur, P. (1996). Language Teaching

1. a

2. the 3. to 4. 5. 6. 7. 8. 9.

not like to be disturbed by people. The monkeys are very noisy. The pelicans, dolphins and hippos need cages with water in them. The llamas are peaceful animals. The fox are fierce. Very young children are very frightened of big animals. So it is advisable that they do not see the big animals as they enter the zoo. Sample B Sequencing a story Instruction to pupils Work in groups of 4. In your group, try to create a Work in groups of 4. In your group, try to create a unified story from the set of pictures which are not in unified story from the set of pictures which are not in the right order. Each member of your group has a the right order. Each member of your group has a different picture but you cannot show it to the others. different picture but you cannot show it to the others. To put the story together you need to listen to each To put the story together you need to listen to each group member as he/she describes his picture. group member as he/she describes his picture.

The pandas need cage that is quiet as the female panda is about to give birth. The zebras cannot be near lions and the tigers. The lions need space in which roam around. The camels do

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This activity requires patience, communication, and the ability to understand each others point of view in order to recreate the story's sequence.
Source: http://wilderdom.com/games/InitiativeGames.html. Retrieved on 9 May 2009.

Source: Len, E. (1991). Composition practice (p.34).

Task 2

Work in groups of 4-5 and discuss the type of Work in groups of 4-5 and discuss the type of preparation you would carry out to ensure that your preparation you would carry out to ensure that your pupils are able to engage in any one of the pupils are able to engage in any one of the exemplars provided successfully. exemplars provided successfully.
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