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LTAM Presentation Handout

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Craig Wozniak

on 29 October 2018

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Transcript of LTAM Presentation Handout

LTAM Presentation Handout
Chapter 5:
Communicative Language Teaching p. 95-113
Craig Wozniak
Tuesday, September 18, 2018

Types of learning and teaching activities
New classroom techniques and activities were needed as well as new roles for the teachers and learners in the classroom.
Instead of repetition and memorization of sentences and grammatical patterns - activities required learners to negotiate meaning.
Make real communication the focus of language learning.
Types of learning and teaching activities
The range of exercise types and activities compatible with the communicative approach is unlimited.
Teachers were recommended to use a balance of fluency and accuracy activities
Teachers were encouraged to make greater use of group work.
Activities focusing on fluency
Activities focusing on accuracy
Reflect natural use of language
Reflect classroom use of language
Concentrate on achieving communication through negotiation of meaning
Concentrate on the formation of
correct examples of language
Require meaningful use of language

Practice language out of context
Require the use of
communication strategies
Practice small samples of language
Produce language that may
not be predictable
Do not require meaningful
Seek to link language use to context
Control choice of language
Types of learning and teaching activities
The dynamics of the classroom also changed.
Instead of a predominance of teacher fronted teaching, teachers were to make greater use of small-group work - often involving an "information gap"
Pair and group activities gave learners greater opportunities to use the language
Learner roles
The emphasis in CLT on the processes of communication rather than mastery of language forms.
Learners now had to participate in classroom activities that were based on cooperative rather than individualistic approach to learning.
Students take a greater degree of responsibility for their own learning.
Teacher roles
Classroom activities proposed in CLT also implied new roles for the teaches in the classroom.
Now, teachers had to assume the role as a facilitator and monitor rather than a model.
The teacher has two main roles.
Other roles for the teachers: needs analyst, counselor, and group process manager.
The role of instructional materials
A wide variety of materials have been used to support communicative approaches to language teaching.
Materials promote communicative language use- text based materials, task based materials, technology supported materials, and realia-based materials.
Because communicative principles can be applied to the teaching of any skill, at any level, and because of the wide variety of classroom activities and exercise types discussed in the literature on CLT, typical classroom procedures used in a lesson based on CLT is not feasible.
The promise that the communicative classroom activities would help learners develop both communicative and linguistic competence did not always happen.
It is not applicable in different cultures of learning.
Its implementation does not capture the diversity of students' needs and goals.

CLT is best considered an approach rather than a method.
It refers to a diverse set of principles that reflect a communicative view of language and language learning.
Learners learn a language through using it to communicate.
Authentic and meaningful communication should be the goal of classroom activities.
Fluency is an important dimension of communication
Communication involves the integration of different language skills.
Learning is a process of creative construction and involves trial and error.

Thank you!
Jacobs and Farrell (2003) suggested that the CLT paradigm shift that began in the 1980s has led to eight major changes in approaches to language teaching. These changes are:
learner autonomy
the social nature of learning
curricular integration
focus on meaning
thinking skills
alternative assessment
teachers as co-learners
Works Cited

“Chapter 5.”
Approaches and Methods in Language Teaching
, by Richards, Jack C., and Theodore S. Rodgers, Cambridge University Press, 2016
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