Clteaching

Páginas: 19 (4631 palabras) Publicado: 12 de marzo de 2013
Communicative Language TeachingThe Audiolingual Method
COMMUNICATIVE LANGUAGE TEACHING
ORIGINS
Communicative language teaching was known as Situational Language Teaching. It began in Britain in the 1960s. This method was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistis, such as Firth and Halliday, aswell as American sociolinguists, such as Hymes, Gumperz and Labov and the writings of Austin and Searle on speech acts.
It follows these 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 avehicle for classroom communication, not just the object of study.
(4)One function can have many different linguistic forms.
(5)Students should work with language at the discourse or suprasentential (above the sentence) level. They must learn about cohesion and coherence.
 (6) Games are important because they have certain features in common with real communicative events—there is a purpose to theexchange.
(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.
(9) One of the teacher’s major responsibilities is to establish situations likely to promote communication.
(10) Communicative interaction encourages cooperative relationships among students.
(11) Thesocial 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 up communicative activities and as an advisor during the activities.
(14) In communicating, a speaker has a choice not only about what to say, but also how tosay 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.
GOALS
Communicative Language Teaching aims broadly to apply the theoretical perspective of the Communicative Approach (1) by makingcommunicative competence the goal of language teaching and (2) by acknowledging the interdependence of language and communication.
LANGUAGE AREAS AND LANGUAGE SKILLS
(1)Language functions might be emphasized over forms.
(2) Typically, although not always, a functional syllabus is used.
(3) A variety of forms are introduced for each function.
(4) Only the simpler forms would be pre­sented at first, butas students get more proficient in the target lan­guage, the functions are reintroduced and more complex forms are learned. Example: In learning to make requests, beginning students might practice ‘Would you ...?’and ‘Could you ...?’ Highly proficient students might learn ‘I wonder if you would mind ....’
(5) Students work with language at the suprasentential or discourse level.
(6) They learnabout cohesion and coherence.
(7) Students work on all four skills from the beginning of learning.
(8) Just as oral communication is seen to take place through negotiation between speaker and listener, so too is meaning thought to be derived from the written word through an interaction between the reader and the writer.
THE ROLE OF THE STUDENT'S NATIVE LANGUAGE
(1) Judicious use of thestudents’ native language is permitted in CLT.
(2) Whenever it is possible, the target language should be used not only in communicative activities, but also to explain the activities to the students or in assigning homework.
(3) The students learn from these classroom management exchanges, too, and realize that the target language is a vehicle for communication, not just an object to be studied....
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