2. AUTOR: PEDRO DEVERA CARNET: 1188508 LANGUAGE TEACHING METHODS

3. COMMUNICATIVE LANGUAGE TEACHING THEORETICAL BACKGROUND: _ CLT starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as "communicative competence." CLT is a humanistic approach to teaching (Richards & Rogers, 1986) that aims to have learners acquire Communicative Competence.

4. COMMUNICATIVE LANGUAGE TEACHING Communicative Competence: _ It is the competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts (Brown, 2007). Theory of Language: _ Language is seen as a system for the expression of meaning, for interaction and communication.

5. COMMUNICATIVE LANGUAGE TEACHING Theory of Language Learning: _ Language learning comes about through using language communicatively. Practical Applications: _ Improve students’ abilities to use the target language in real contexts. _ Prepare learners to use the target language for communication purposes. _ LSP (Language for Specific Purposes).

6. COMMUNICATIVE LANGUAGE TEACHING CLT PROS: _ Focus on learners’ needs. _ It promotes communicative competence acquisition. _ It prepares students to interact in the target language situation. CLT CONS: _ It requires teachers to have a native like command of the target language. _ It requires knowledge of the target culture and discourse. _ The main hindrances to the use of CLT in venezuelan highschools appear to be the grammar-based examination system and the curriculum.

7. COMMUNICATIVE LANGUAGE TEACHING Personal Opinion CLT is a complex approach that demands resources such as well-trained teachers, diverse materials and even a compatible curriculum; all these make its implementation in venezuelan highschool education an uphill task. References Richards, J., & Rodgers, T. (1986). Approaches and Methods in Language Teaching. United Kingdom, UK. Cambridge University Press. Brown, H. (2007). Principles of Language Learning and Teaching, fifth edition. United States of America. Pearson – Longman.

8. SUGGESTOPEDIA THEORETICAL BACKGROUND: _ Suggestopedia is a specific set of learning recommendations derived from Suggestology, which Lozanov describes as a "science... concerned with the systematic study of the nonrational and/or nonconscious influences" that human beings are constantly responding to (Stevick 1976: 42). Suggestopedia tries to harness these influences and redirect them so as to optimize learning (Richards & Rogers, 1986). Theory of Language: _ A view of language in which lexis is central and in which lexical translation rather than contextualization is stressed. Theory of Language Learning: _ Language learning involves loading the memory banks with desired and facilitating memories.

9. SUGGESTOPEDIA Practical Applications: _ Language teaching. _ Potential use in verbal knowledge learning. PROS: _ It seems to relax students while learning. _ It seems to promote fast learning.

10. SUGGESTOPEDIA CONS _ It is a pseudo-science. _ Its methodology needs further scientific validation to discriminate what works and what does not work. _ Many resources are needed for the method to be used. _ Special training which may be difficult to get from an official and authorized source. _ Expensive, case Alpha Learning. _ Not suitable to venezuelan highschool education. Personal Opinion _ This is a method based on suggesting learners beliefs so they can trust the effectiveness of a method scientifically not validated. _ All its results appear to be the product of a placebo effect. _ Personally, I find it no use for highschool education.

11. SUGGESTOPEDIA REFERENCE Richards, J., & Rodgers, T. (1986). Approaches and Methods in Language Teaching. United Kingdom, UK. Cambridge University Press.