1. TEFL METHODOLOGY I COMMUNICATIVE LANGUAGE TEACHING

2. GOALS OF LANGUAGE TEACHING COMMUNICATIVE LANGUAGE TEACHING (CLT) – teach communicative competence What are our goals in language teaching? – to be competent in communication only or grammar only?

3. WHAT IS GRAMMATICAL COMPETENCE? Knowledge of a language that reflects on our ability to produce sentences in language. Knowledge of the building blocks of sentences and how sentences are formed. Focuses on presenting the rules of grammar and exercises

4. WHAT IS COMMUNICATIVE COMPETENCE? Knowing how to use language for a range of different purposes and functions Knowing how to vary our use of language according to the setting and participants Knowing how to produce and understand different types of texts Knowing how to maintain communication despite having limitations in language knowledge (Richards, 2006)

5. COMMUNICATIVE COMPETENCE LINGUISTIC COMPETENCE – knowing how to use grammar, syntax and vocabulary SOCIOLINGUISTIC COMPETENCE – knowing how to use and respond to language appropriately DISCOURSE COMPETENCE – knowing how to interpret the larger context STRATEGIC COMPETENCE – how to recognize and repair communication breakdown

6. GRAMMATICAL COMPETENCE VS. COMMUNICATIVE COMPETENCE * Though one can be competent and knowledgeable in grammar and sentence formation, he/she may not be very successful at being able to use language for meaningful communication.

7. ORIGINS OF COMMUNICATIVE LANGUAGE TEACHING Dissatisfaction with audio-lingual and grammar translation method Claimed that students didn’t learn enough realistic, whole language Claimed that students did not know how to communicate using appropriate social language, gestures and expressions CLT started in 1970s where students use authentic language and engage in real communication

8. EVOLUTION OF CLT Traditional approaches (up to late 1960s) PHASE 1 Classic communicative language teaching (1970s to 1990s) PHASE 2 Current communicative language teaching (late 1990s to present) PHASE 3

9. EVOLUTION OF CLT PHASE 1 TRADITIONAL APPROACHES 1.Priority given to grammatical competence 2.Grammar could be learned through direct instruction – repetitive practice and drilling 3.Techniques included – memorization, Q&A, substitution drills

10. EVOLUTION OF CLT PHASE 2 CLASSIC COMMUNICATIVE 1.Attention shifted to the knowledge and skills needed to use grammar and other aspects of language appropriately – communicative competence 2.Focuses on – purpose, setting, role, communicative events, language functions, notions, language variety, grammatical content, lexical content 3.Skills-based syllabus – L, S, R, W 4.Functional syllabus – functions the learner should be able to carry out

11. EVOLUTION OF CLT PHASE 3 CURRENT COMMUNICATIVE LANGUAGE TEACHING 1. Seek to develop students’ communicative competence linking grammar to the ability to communicate 2. Create the need for communication, interaction and negotiation of meaning 3. Provide opportunities for both inductive and deductive learning of grammar 4. Make use of content that connects to students’ lives and interests 5. Allow students to personalize learning by applying what they have learnt to real life 6. Classroom materials make use of authentic texts to create interest and provide valid models of language

12. WHAT IS CLT? Makes use of real-life situations that necessitates communication Students’ motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics “Language is interaction; it is an interpersonal activity and has a clear relationship with society. Language study has to look at the use (function) of language in context, both its linguistic and social contexts” (Berns, 1984)

13. COMMUNICATIVE LANGUAGE TEACHING A set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom (Richards, 2006)

14. CLT CLASSROOM ACTIVITIES FLUENCY Reflect the natural use of language Focus on communication Require meaningful use of language Require the use of communication strategies Produce language that may not be predictable Link language use to context ACCURACY Reflect classroom use Formation of correct examples Practice language out of context Do not require meaningful communication Control choice of language

15. CLT CLASSROOM ACTIVITIES MECHANICAL PRACTICE MEANINGFUL PRACTICE COMMUNICATIVE PRACTICE INFORMATION-GAP TASK COMPLETION INFO GATHERING OPINION SHARING INFO TRANSFER REASONING GAP