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(COMUNICATIVE
LANGUAGE
TEACHING)
BACKGROUND
During the 60s British applied linguists
BACKGROUND
One of the linguists that had more
BACKGROUND
Wilkins described two types of
meanings:
notional categories (concepts such
as time, sequence, quantity, location,
frequency)
and categories of communicative
function (requests, denials, offers,
complaints).
BACKGROUND
This ideas were quicly appied by
BACKGROUND
Both American and British proponents
see it as an approach (and not a
method) that aims to
a) make communicative competence
the goal of language teaching and
b) develop procedures for the teaching
of the four language skills that
acknowledge the interdependence of
language and communication.
BACKGROUND
Its comprehensiveness thus makes it
APPROACH
THEORY OF LANGUAGE
Starts from a theory of language as
communication.
The goal of language teaching is to
develop what Hymes (1972) referred
to as "communicative competence
THEORY OF LANGUAGE
Hymes's theory of communicative
THEORY OF LANGUAGE
Canale and Swain identify four
dimensions of communicative
competence:
Grammatical competence
Sociolinguistic competence
Discourse competence
Strategic competence
THEORY OF LANGUAGE
Grammatical competence:
THEORY OF LANGUAGE
Discourse competence: the
THEORY OF LANGUAGE
Some of the characteristics of this
THEORY OF LANGUAGE
1.The primary units of language are not
merely its grammatical and structural
features, but categories of functional
and communicative meaning.
THEORY OF LEARNING
CLT doesnt follow a specific theory
of learning, but is based in some
principles that are present in its
practice.
THEORY OF LEARNING
The communication principle:
THEORY OF LEARNING
Learning activities are consequently
DESIGN
OBJECTIVES
Piepho (1981) discusses the following
levels of objectives in a
communicative approach:
1.An integrative and content level
(language as a means of expression)
2.A linguistic and instrumental level
(language as an object of learning)
OBJECTIVES
3. An affective level of interpersonal
relationships and conduct (language
as a means of expressing values and
judgments about oneself and others)
4.A level of individual learning needs
(remedial learning based on error
analysis);
5.A general educational level o f extralinguistic goals (language learning
within the school curriculum).
SYLLABUS
Includes descriptions of the
objectives,
The situations in which they might
typically need to use a foreign
language (e.g., travel, business),
The topics they might need to talk
about (e.g., person al identification,
education, shopping),
SYLLABUS
The functions they needed language
TEACHERS ROLES
Facilitator of the communication
PROCEDURE
PROCEDURE
New teaching points are introduced
with dialogues,
Grammatical items are isolated for
controlled practice
Pair and group work is suggested to
encourage students to use and practice
functions and forms.
Then students engage on freer practice
activities, such as a role play or
improvisation.
PROCEDURE