The background to CLT

Lisää tämän kaltaisia

Sentences and their Parts of Speech

luonut Duane Leonard

Elements of the language curriculum design process

luonut Alexandra Fernández

K&K sem 1 2015

luonut Pam Abalo

HARD SKILL VS SOFT SKILL

luonut John Castro

The background to CLT

Implications for Methodology

The communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach

Let students induce or discover grammar rules.

Link the different skills such as speaking, reading, and listening

Provide opportunities for learners to develop both accuracy and fluency.

Be tolerant of learners’ errors

Make real communication the focus of language learning.

English for Specific Purpose

To teach them the specific kinds of language and communicative skills needed for particular roles.

Differences in the need for particular skills

Differences in functions

Differences in the kinds of texts commonly occurring

Differences in grammar

Differences in vocabulary choice

Classic Communicative Language Teaching

Aspects of language use in order to be able to develop the learner’s communicative competence.

Lexical Content

Grammatical Content

Discourse and Rhetorical skills

Notions

Language functions

Communicative events

Role

Setting

Purposes

In planning language courses within a communicative approach, grammar was no longer the starting point.

Attention shifted to the knowledge and skills needed to use grammar

Proposals for a Commuicative Syllabus

Task syllabus

Specified the tasks and activities students should carry out in the classroom.

A notional syllabus

Was one based around the content and notions a learner would need to express.

A functional syllabus

This is organized according to the functions the learner should be able to carry out in English

A Skills-based syllabus

This focuses on the four skills of reading, writing, listening and speaking.

Traditional Approaches

P-P-P

Production

Students practice using the new structure in different contexts.

Practice

Studentes practice using the new structure in a controlled context.

Presentation

The new grammar structure is presented, often by means of a conversation or short text.

Audiolingualism

The dialog is adapted to the students’ interest or situation

They repeat each line of the dialog, individually and in chorus

Students first hear a model dialog

Substitution drills

Question and answer practice

Memorization of dialogs

Building up a large repertoire of sentences and grammatical patterns.