COMMUNICATIVE LANGUAGE TEACHING

Lecturer: Ms. Nguyen Thi Ton Nu Phuong Linh

Presenter: Nguyen Thuy Anh

Pham Thi Phuong Uyen
Luu Que Huong
 4.
3 application

2. .
10 questions

Characteristics

1
.
background
 1
.
background

 CLT is an approach to teach foreign or second

language which emphasizes on communicative
competence. It also emphasizes on interaction as a
means to teach language. Many approaches are
brought out to teach learners the relationship
between the grammatical form and communicative
meaning.
 Students use the language through
communicative activities such as games,
2.
role plays, and problem-solving tasks. Characteristics
 Information gap

 Choice

 feedback

 Authentic materials
 3
10 questions

1. What are the goals of teachers who use CLT?

The goal is to enable students to communicate in

the target language

Students need knowledge of the linguistic forms,

meanings, and functions.
2. What is the role of the teacher? What is the role of the students?

Teacher
The teacher facilitates communication in the classroom.
One of his major responsibilities is to establish situations likely to
promote communication.
As an adviser, answering students’ questions and monitoring their
performance.

Students
Students are communicator.
They try to understand themselves and others.
3. What are some characteristics of the teaching/learning process?

The most obvious characteristic of CLT is that almost everything that is

done with a communicative intent. Students use the language a great
deal through communicative activities such as games, role plays, and
problem-solving tasks.

Another characteristic of CLT is the use of authentic materials (give

students an opportunity to develop strategies for understanding
language as it is actually used.
4. What is the nature of student-teacher interaction? What is the nature
of student-student interaction?

Student-teacher interaction
Present some part of the lesson such as when working with linguistic activities.

The facilitator of activities, but he does not always himself interact with the
students.

He establishes situation that prompt communication between and among the

students.

Student-student interaction
Students interact a great deal with one another. They
do this in various configurations; pairs, triads, small
groups and whole group.
 5. How are the feelings of the students deal with?

More motivated to study a foreign language

Express their individuality by sharing their ideas and opinions

Enhance the student security with their fellow students and teacher
 6. How is language viewed? How is culture viewed?

 Learners need knowledge of form and meanings and functions.

For example:
The same form of the language can be used for a variety of functions.
‘May’ can be used to make a prediction or to give permission (‘You may sit in
the back’)
However, they must also use this knowledge and take into consideration the
social situation in order to convey their intended meaning appropriately.
For example:
Instead of using ‘may’, if the speaker perceives the listener as being informal,
he or she would more likely use ‘can’.

 Culture is the everyday lifestyle of people who use the language.

For example: the use of non-verbal behavior which might receive greater
attention in CLT is especially important to communication.
7. What areas of language are emphasized? What language skills are
emphasized?

Form: A variety of forms are introduced for each function.

For example:
In learning to make requests, beginning students might practice:
‘Would you…?’, ‘Could you….?’

Cohesion and coherence

Students work all four skills from the beginning.

 8. What is the role of the students’ native language?

The target language should be used not only during communicative

activities, but also for explaining the activities to the students or in
assigning homework. The target language is vehicle for communication,
not just an object to be studied.
 9. How is evaluation accomplished?

Student’s accuracy

Fluency
 10. How does the teacher respond to student errors?

Note the errors during fluency activities and return to them

later with an accuracy-based activity.
 4.
application

"Can teacher use CLT in teaching language ?”

If you want to introduce your friend Bella to Lan,
you might say:
• Lan, this is my friend Bella
• I would like to meet you Bella
• Let me present Lan to you
• Lan, meet Bella
• Allow me to introduce Bella
THANK YOU!