CLT
von Rachell Lara
1. APPROACHES
1.1. LEXICAL APPROACH
1.1.1. MEANING AND LANGUAGE CREATED BY RECOMBINING LEXICAL CHUNKS
1.2. TASK BASED LEARNING
1.2.1. FOCUS ON TASK NOT ON LANGUAGE
1.3. CLIL
1.3.1. SUBJECT STUDY CONTENT CARRIED OUT IN TARGET LANGUAGE
2. THEORIES OF LANGUAGE
2.1. LINGUISTIC COMPETENCE
2.1.1. MASTERY OF THE SYSTEM OF RULES
2.2. COMMUNICATIVE COMPETENCE
2.2.1. LANGUAGE ALWAYS USED IN SOCIAL CONTEXT
2.3. COMPREHENSIBLE OUTPUT HYPOTHESIS
2.3.1. LEARNER IS ENCOURAGED TO PRODUCE LANGUAGE FAIRLY ACCURATELY
2.4. FUNCTIONAL VIEW
2.4.1. IDENTIFY SEVEN FUNCTIONS LANGUAGE PERFORMS
2.5. SUBSKILLS IN COMMUNICATIVE COMPETENCES
2.5.1. IDENTIFY FOUR SUBGROUPS
3. MATERIALS
3.1. PROMOTE REAL COMMUNICATION
3.2. CREATE NEED FOR MEANINGFUL USE
3.3. AUTHENTIC
4. TEACHER ROLE
4.1. MULTIDIMENSIONAL
4.1.1. FACILITATOR
4.1.2. MANAGER
4.1.3. ADVISOR
4.1.4. MONITOR
4.1.5. MANAGER
4.1.6. GUIDE
4.1.7. COUNSELOR
4.1.8. TRAINER
5. Nuevo Tema
6. BASIS
6.1. SET OF APPROACHES
6.2. PRIORITISE COMMUNICATIVE NATURE OF LANGUAGE
6.3. LANGUAGE FOR INTERACTION
6.4. DO THINGS WITH LANGUAGE
6.5. ATTENTION TO FUNCTIONAL AND STRUCTURAL LANGUAGE ASPECTS
7. BACKGROUND
7.1. NOTIONAL FUNCTIONAL SYLLABUS
7.1.1. GRAMMAR NOT COMPLETELY ABANDONED
7.1.2. DISCOURSE PROCEDURES USED IN THE APPLICATION OF RULES
7.2. COUNCIL OF EUROPE
7.2.1. MODERN LANGUAGE PROJECT
7.2.1.1. SYLLABUS SPECIFICATIONS