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A) identify the theory behind communicative language teaching approach

Discourse competence

Strategic competence

Theory behind CLT


Pragmatic/
sociolinguistic Linguistic/ Grammatical

Discourse competence: -Ability to use language either for spoken or written. -Spoken/ Written: make sense, pattern on how language is use. fluency. Grammatical competence/linguistic: -Ability to use rules of language correctly. -accuracy. Sociolinguistic competence/ pragmatic: -Ability to use language in specific social situation. -can use proper language either formal/informal. -appropriacy. Strategic competence -using both verbal and non verbal communication. -using gestures, pictures and paraphrasing. -efficacy.

(b) State the implications of communicative language teaching towards materials development
Contents of materials varied from the traditional structure-based instruction. Materials include more communicative-based activities and assessments. Same method cannot be implemented the same way All methods have their own instructions and strategies that differs in their effectiveness according to the given context.

Need to adjourn the linguistic and communicative competence Must not inflict the L1s of learners

(c) Locate principles supporting CLT within the KBSM English Language curriculum and F1 English language syllabus

Learning Outcomes 1.0 language use for interpersonal purposes - Prepares leaners for harmonious personal and work relationship after they leave school - Principle 6:Nunan, 1993 real world task emphasize skills needed to function in the real world. 1.1 Make friends and keep friendship - Principle 7: promote collaborative and cooperative learning.

- Learning tasks should be designed to require true and active communicative interactions between learners. - Principle 6: use tasks as an organizational principle . - Norris, 1998: the best way to learn and teach a language is through social interactions 1.2 Express themselves creativity and imaginatively. - Principle 10: promote learning by doing - Encourage to express own meaning in a variety of different context.

Language Content 2.0 Grammar - Principle 1: teach communicative competence, grammatical competence plus the ability to use grammar appropriately. Educational Emphasis 3.0 Preparation for the real world - Principle 2: practice functions and forms in context in context rich environments - Materials need to be authentic to reflect realworld activities.

(d) Identify general categories and specific items to evaluate chapters in a Malaysian English Language Textbook General Categories - Educational context i. Based on CLT ii. Emphasize on communication as a basis for learning language iii. Focuses on accuracy and fluency iv. Based on behavourist theory; rote-learning and memorization - Methods of teaching language i. Rote-learning ii. Memorization iii. Using exercises in textbooks iv. Group work/discussions

Learners diversity i. What kind of learners are the students? E.g. kinesthetic,
visual

ii. What do the learners need to learn? iii. What is their language proficiency level? Teachers belief towards language teaching i. Do they feel language is important? ii. How do they approach language teaching? iii. How they react to students needs?

Specific Items

Practical consideration - Are the textbooks affordable? - Are the textbooks practical? - Are the textbooks available to every student? Support for teaching and learning - Will the textbooks support the students in learning and
teachers in teaching?

Will the students progress using the textbooks?

Context relevance - Are the textbooks have contents related to the learners
cultural background?

- Can the learners make sense out of the textbooks? Likely to appeal to the learners - Can the textbooks arouse learners interest? - Are the textbooks nice, attractive and interesting? - Are the textbooks convenient?