Communicative language teaching.

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girgishannaharoun@yahoo.co.uk


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Communicative language teaching


(CLT)





Mr. / Girgis



What is CLT?


Principles


characteristics

Using the Method


Features and Techniques

Role of the teacher

Model Example





What is CLT?



Communicative language teaching (CLT), or the

 communicative approach, is an approach to language

 teaching that emphasizes interaction as both the

means and the ultimate goal of study.



Language learners in environments utilizing CLT

techniques learn and practice the target language

through interaction with one another and the instructor,

study of "authentic texts" (those written in the target

language for purposes other than language learning),

and use of the language in class combined with use of

 the language outside of class


 


Characteristics Of Communicative Language Teaching English Language Essay -  Avance




Communicative Language Teaching




The term "Communicative Language Teaching" (CLT)

 means different things to different teachers. To some

 teachers, it simply means a greater emphasis on the use

of the target language in the classroom, and in particular,

 a greater emphasis on orality.



To other teachers, communication entails the exchange

of unknown information between interlocutors.  An effective

knowledge of a language is more than merely knowing

 vocabulary and rules of grammar and pronunciation.




Learners need to be able to use the language appropriately

 in any social context.Theorists agree that meaningful

communication supports language learning and that

classroom activities must focus on the learner’s authentic

 needs to communicate information and ideas.


 





Principles




Language learning is learning to communicate using the

 target language.



The language used to communicate must be appropriate

 to the situation, the roles of the speakers, the setting and

 the register. The learner needs to differentiate between

 a formal and an informal style.




Communicative activities are essential. Activities should be

 presented in a situation or context and have a

communicative purpose.



Typical activities of this approach are: games, problem-

solving tasks, and role-play. 



There should be information gap, choice and feedback

involved in the activities.



Learners must have constant interaction with and exposure

 to the target language.


 



Development of the four macro-skills — speaking,

listening, reading and writing — is integrated from the

 beginning, since communication integrates the different

skills.



The topics are selected and graded regarding age, needs,

level, and students’ interest.

Motivation is central. Teachers should raise students’

 interest from the beginning of the lesson.

The role of the teacher is that of a guide, a facilitator or

an instructor.


Trial and error is considered part of the learning process.

Evaluation concerns not only the learners’ accuracy but

 also their fluency.


 


What is Communicative Approach | Linguistik Id


Its basic characteristics:


1. learning to communicate through interaction .


2. The introduction of authentic texts into the learning


situation.


3. learners focus on language and the learning process


 itself.


4. An enhancement of the learner’s own personal


experiences.


5. linking classroom language learning with language


activities.



 


Main Features and Techniques:



Meaning is paramount.


Dialogues, if used, enter around communicative functions

and are not normally memorized.

Contextualization is a basic premise. (Meaning cannot be

understood out of context. Teachers using this approach

will present a grammar topic in a meaningful context.


 


Role of the teacher


The role of the teacher is to be facilitator of his

students‟ learning. He suggests that language

 teachers need to assist learners by providing them

with frameworks, patterns and rules to develop their

communicative language skills.



 


The Demerits:



Teacher must be a very knowledgeable person.


Students and teacher must understand each other.


.Inadequate use of authentic materials can damage the


course.CLT approach focuses on fluency but not accuracy.


The weaker learners who struggle and cannot use the

target language continue to make mistakes and eventually

give up. 


 



Model Example  1


Communicative Language Teaching - English Didactics

Structures:


(Consist of):   

                                                    

Guided practice model:


 (Football team -     11 players)


Student1:   


 / How many players does a...................consist of?/



Student2: 


 /  It consists of.........................................................../



Free practice:


Starting with pattern practice, then moving into


communication practice.  Learners communicate


 using the same prompts with new patterns in pairs:



                              / Water Polo team - 5 players  /


                           / Baseball team -       9 players /


                       / Squash team -           1 player   /


                     / Soccer team -         11 players  /


Elicitation:


 I ask the following questions and


elicit the answers:


1- My learners, Can I elicit the structure


from you?



2-What repeated words have you


discovered through your practice?



3-What comes before? What comes after?


Then, what is the the rule form?



 



Classroom Activities


1-Role-play


Role-play is an oral activity usually done in pairs, whose


 main goal is to develop students' communicative abilities


 in a certain setting.


Example:


The instructor sets the scene: where is the conversation

 taking place? (E.g., in a café, in a park, etc.)


The instructor defines the goal of the students'

conversation. (E.g., the speaker is asking for directions,

 the speaker is ordering coffee, the speaker is talking

about a movie they recently saw)


The students converse in pairs for a designate...      

      


                 2-Interviews




An interview is an oral activity done in pairs, whose main


 goal is to develop students' interpersonal skills in the TL.


Example:


The instructor gives each student the same set of

questions to ask a partner.

Students take turns asking and answering the questions

 in pairs.



This activity, since it is highly-structured, allows for the

instructor to more closely monitor students' responses.

It can zone in on one specific aspect of grammar or

vocabulary, while still being a primarily communicative

activity and giving the students communicative

benefits................



3-Group work




Group work is a collaborative activity whose purpose

 is to foster communication in the TL, in a larger group setting.


Example:


Students are assigned a group of no more than six

people.


Students are assigned a specific role within the group.


 (E.g., member A, member B, etc.)


The instructor gives each group the same task to


complete.


Each member of the group takes a designated amount


of time to work on the part of the task to which they are


 assigned. The members of the group discuss the


 information they have found, with each other and


put it all together to complete the task.




 



4-Information gap


Information gap is a collaborative activity, whose purpose


 is for students to effectively obtain information that was


previously


unknown to them, in the TL.


Example:


The class is paired up. One partner in each pair is Partner


 A, and the other is Partner B.


All the students that are Partner A are given a sheet of


paper with a time-table on it. The time-table is filled in


half-way, but some of the boxes are empty.


All the students that are Partner B are given a sheet of


 paper with a time-table on it. The boxes that are empty


 on Partner A's time-table are filled in on Partner B's.


 There are also empty boxes on Partner B's time-table,


 but they are filled in on Partner A's.


The partners must work together to ask about and supply


 each other with the information they are both missing,


to complete each other's time-tables..

                          

 


5-Opinion sharing



Opinion sharing is a content-based activity, whose


purpose is to engage students' conversational skills,


while talking about something they care about.


Example:


The instructor introduces a topic and asks students


to contemplate their opinions about it.


](E.g., dating, school dress codes, global warming)


The students talk in pairs or small groups, debating their


 opinions on the topic.              




6-Scavenge hunt


A scavenger hunt is a mingling activity that promotes open

 

interaction between students.



Example:


The instructor gives students a sheet with instructions on it.


(e.g. Find someone who has a birthday in the same month


as yours.)


Students go around the classroom asking and answering


questions about each other.


The students wish to find all of the answers they need to


complete the scavenger hunt.



 


View Resources:


1-Teaching Vocabulary communicatively



2-Teaching Grammar communicatively.



3-The 4 English language skills.



4-Human Resources Management.  



5-Homogeneous VS Heterogeneous.


6-Pedagogy, Andragogy and Heutagogy.

View Other Resources:


1- Go to: The Amideast Forum.



2-Internet-based learning method.




3-Methods of teaching words spelling.



4-Lexical Approach. 


5-Teaching diverse and multi-cultured


learners in one classroom.



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