Communicative Language Teaching CLT Background n Also called

Communicative Language Teaching (CLT)

Background n Also called ‘The Notional-Functional Approach’(觀念/意念功能教學法） n In 1960 s, Situational Language Teaching(情 境式語言教學）was popular. n Learners are able to socialise/ communicate ( 溝通/交際）with social notions in social situations. n Emphasis shifts from language structures to communicative functions.

Background (cont. ) n Most of the methods are for Ss to learn to communicate in target language. n In 1960’s, it has been questioned that Ss couldn’t genuinely communicate outside of the classroom properly. n Being able to communicate required more than mastering linguistic structures.

Background (cont. ) n Communication required Ss perform certain functions within a social context. Linguistic competence – rules of linguistic usage. n Communicative competence – knowing when and how to say what to whom. n In late 1970’s and early 1980’s, linguistic structure-centered approach shifted to Communicative Approach.

n A communicative (or funtional/notional) approach is organised on the basis of communicative functions (e. g. aplogising, describing, inviting, promising) that a given learner of group of learners needs to know and emphasises the ways in which particular grammatical forms may be used to express these functions appropriately (Canale & Swain, 1980: 1)

Theory 1965, Noam Chomsky- linguistic competence. Learners are able to communicate with grammatically correct sentences. VS. 1972, Dell Hymes- communicative competence. When communicative competence is acquired, learners should acquire the knowledge and competence in different situations.

Theory (cont. ) n Communicative competence: n Dell Hymes (1972) n 1. possiblility 可能性 n 2. feasibility� 可行性 n 3. appropriateness� 適當性 n 4. probability� 現實性

Theory (cont. ) n Communicative Competence: n Canale & Swain (1980) n 1. linguistic competence 語法能力 n 2. sociolinguistic competence社會語言能力 n 3. discourse competence話語能力 n 4. strategic ceompetence策略能力

Theory (cont. ) n Three principles by Richards & Rodgers (1986): n The communication principle: activity design with communicative purpose. n The task principle: activity design with using language to achieve meaningful task. n The meaningfulness principle: activity design should be meaningful to the learners.

Theory (cont. ) n Richards (1985) n Communication is meaning-based. n Communication is conventional. n Communication is appropriate. n Communication is interactional. n Communication is structured.

Aims n Communicative competence. n Interdependence of language and communication. n Broadly apply theoretical perspective of the Communicative Approach.

Characteristics n Done with a communicative intent. n Use authentic materials.

Teacher/ students’ role n Teacher- facilitator, advisor. less dominant than teachercentered. n Students- communicators. actively engaged in negotiating meaning (try to make themselves understood and understand others)

Three features of communication information gap- one person in an exchange knows something the other person doesn’t. choice – speaker has a choice of what he/she will say and how to say it. feedback- communication is purposeful. Evaluate if purpose has been achieved by feedback.

Three conditions for communication n Have something to say. n Have someone to say to. n Have a genuine interest in the outcome of the communication (involved, engaged).

Ways to stop Ss communicating n Ask Qs to which you already know the answer. n Reject Ans. If they’re not the ones you’d thought of. n Reject Ans. If they’re not the ones the textbook demands. n Respond to the form rather than the content. n Initiate every piece of communication yourself. n Pretend to understand when you haven’t. n Fill the silences.