CHAPTER 2: THE BACKGROUND TO CLT

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CHAPTER 2: THE BACKGROUND TO CLT by Mind Map: CHAPTER 2: THE   BACKGROUND TO CLT

1. The approaches to syllabus design and methodology in CLT has been in constantly change almost for fifty years: those changes are divided in three phases

1.1. Up to the late 1960s

1.1.1. PHASE 1 : TRADITIONAL APPROACHES

1.1.1.1. Belief

1.1.1.1.1. grammar could be learnt through direct instruction

1.1.1.2. Methodology

1.1.1.2.1. Repetitive practice and drilling

1.1.1.3. Approach

1.1.1.3.1. grammar teaching is deductive

1.1.1.4. Skills

1.1.1.4.1. Are introduced in the following sequence

1.1.1.5. Techniques

1.1.1.5.1. There is great attention to accurate pronunctiation and mastery grammar

1.1.1.6. Sequence

1.1.1.6.1. P-P-P cycle

1.2. 1970s to1990s

1.2.1. PHASE 2:CLASSIC COMMUNICATIVE LANGUAGE TEACHING

1.2.1.1. grammar is not the starting point

1.2.1.1.1. It focuses in the use of the knowledge,skills, grammar and other aspects of the language for different communicative purposes

1.2.1.2. To develop the communicative competence in the learners the syllabus must contain the following aspects

1.2.1.2.1. Setting

1.2.1.2.2. Role

1.2.1.2.3. Communicative events

1.2.1.2.4. Language function

1.2.1.2.5. Notions

1.2.1.2.6. Discourse and rhetorical skills

1.2.1.2.7. Variety

1.2.1.2.8. Grammatical content

1.2.1.2.9. Lexical content

1.2.1.3. This phase led to two proposals for a comunicative syllabus and the ESP movement

1.2.1.3.1. Skills-based syllabus

1.2.1.3.2. Functional syllabus

1.2.1.3.3. ESP

1.3. Late 1990s to the present

1.3.1. PHASE 3: CURRENT COMMUNICATIVE LANGUAGE TEACHING

2. PRINCIPLES OF CLT METHODOLOGY

2.1. Use of real communication

2.2. The learner can experiment in the laguage with what he knows

2.3. Theres is tolerance for learner's errors

2.4. Learner has the opportunity to develop the accuracy and fluency

2.5. The four skills are linked

2.6. Learners induce the grammar rules