Communicative Language Teaching 2014 Fall Semester- Week 8

Introduction (1) 1. Within a social context, language users needed to perform certain functions, such as promising, inviting, and declining invitations. 2. Students may know the rules of linguistics usage, but be unable to use the language. 3. Being able to communicate required more than linguistic competence, it requires communicative competence (Hymes, 1971)– knowing when and how to say what to whom.

Introduction(2) 4. Communicative language teaching (CLT) aims to broadly to make communicative competence the goal of language teaching. 5. The flexibility of CLT also means that classroom practices differ widely even when teachers report that they are practicing CLT. 6. There is no one single agree upon version of CLT.

Experience (1) The first activity 1. The teacher distributes a handout–a copy of a sports column from a recent newspaper about the last World Cup competition. 2. The teacher asks students to read it and then underline the predictions the report makes about the next World Cup. 3. The teacher gives students the directions in the target language. 4. The teacher writes down the predictions the students have found on the board. 5. The teacher asks students to tell the more certain and less certain predictions. 6. The teachers ask the students to use another ways to express the same predictions.

Experience (2) The second activity 7. The teacher displays the out-of-order sentences in the report article. 8. The teachers tells the students to unscramble the sentences. 9. The teacher asks the students to compare what they have done with the original handout. 10. The teacher asks if they agree with the reporter’s predictions. 11. The students asks the students to work in pairs to write down their own prediction about the next World Cup champion. 12. The teacher divides the class into small groups and teaches them to play a game about sports equipment and guess the sports that the students will play.

Experience (3) The third activity 13. The teachers reads a number of predictions and the students respond how probable they think the predictions are and why they believe so. 14. The teacher and the students discuss the predictions together. The fourth activity 15. The teacher divides the students into groups of three and gives each group a picture strip story. 16. There are six pictures in a column on a piece of paper but no words. The pictures tell a story. 17. The student with the story shows the first picture to the other members of he/his group, while covering the remaining five pictures. The other students try to predict the story.

Experience (4) The final activity 18. The students are told that they will do a role play about their company emerging with another company and the students are divided into groups of four. 19. The students play different roles of employees and one employer and predict what will happen after the emerging of two companies. 20. The teacher walks from group to group to answer questions and offer advice on what the groups can discuss. 21. After the role play, the students have the opportunities to pose any questions and elicit some relevant vocabulary. 22. Finally, the students are given an assignment about discussing two political candidates running against each other in the upcoming election and predicting the result of the election.

Thinking about the experience(1) Principles: 1. Whenever possible, ‘authentic language’ – language as it is used in a real context – should be introduced. 2. Being able to figure out the speaker’s or writer’s intentions is part of being communicatively competent. 3. The target language is a vehicle for classroom communication, not just the object of study. 4. One function can have many different linguistic forms. Since the focus of the course is on real language use, a variety of linguistic forms are presented together. The emphasis is on the process of communication rather than just mastery of language forms. 5. Students should work with language at the discourse or suprasentential level. They must learn about cohesion and coherence, those properties of language which bind the sentences together.

Thinking about the experience(2) 6. Games are important because they have certain features in common with real communicative events- there is a purpose to the exchange. Also, the speaker receives immediate feedback form the listener on whether or not he or not he or she has successfully communicated. In this way they can negotiate meaning. Finally, having students work in small groups maximizes the amount of communicative practice they receive. 7. Students should be given an opportunity to express their ideas and opinions. 8. Errors are tolerated and seen as a natural outcome of the development of communication skills. Since this activity was working on fluency, the teacher did not correct the student, but simply noted the error, which he will return to at a later point.

Thinking about the experience(3) 9. One of the teacher’s major responsibilities is to establish situations likely to promote communication. 10. Communicative interaction encourages cooperative relationships among students. It gives students an opportunity to work on negotiating meaning. 11. The social context of the communicative event is essential in giving meaning to the utterances. 12. Learning to use language forms appropriately is an important part of communicative competence. 13. The teacher acts as a facilitator in setting and as an advisor during the activities.

Thinking about the experience(4) 14. In communicating, a speaker has a choice not only about what to say, but also how to say it. 15. The grammar and vocabulary that the students learn follow from the function, situational context, and the roles of the interlocutors. 16. Students should be given opportunities to listen to language as it is used in authentic communication. They may be coached on strategies for how to improve their comprehension.

Review the principles and techniques Answer the 10 questions based on the observation of techniques and principles Authentic materials Scrambled sentences Language games Picture strip story Role-play

Conclusion 1. The greatest contribution of CLT is asking teachers to look closely at what is involved in communication. 2. In achieving communicative competence a goal for which you should prepare your students? 3. Would you adopt a functional syllabus? Should a variety of language forms be presented at one time 4. Are there times when you would emphasize fluency over accuracy? 5. Do these or any other principles of CLT make sense to you? 6. would you ever use language games, problem-solving tasks, or role-plays? 7. Should all your activities include the three features of communication? 8. Should authentic language be used? Are there any other techniques or materials of CLT that you would find useful?

Homework for week 8 1. e-portfolio: Life journal- Copy and paste the principles from the PPT 2. e-portfolio: wiki- communicative competence 3. e-portfolio: picture- Hymes, D. 4. Upload the PPT file to your resource center