Communicative Language Teaching

1. Learner roles

1.1. negotiator

2. Teacher roles

2.1. facilitator

2.2. independent participant

2.3. resource organizer

2.4. be a resource

2.5. Researcher and apprentice

2.6. Analyst, counselor, and group process manager.

2.7. counselor

2.8. group process manager

3. The role of instructional materials

3.1. task-based materials

3.2. text-based materials

3.3. realia

4. Procedure

4.1. 1. Presentation of a brief dialog or several mini-dialogs, 2. Oral practice of each utterance of the dialog segment to be presented that day (entire class repetition, half-class, groups, individuals) generally preceded by your model. If mini-dialogs are used, engage in similar practice. 3. Questions and answers based on the dialog topic(s) and situation itself. (Inverted wh or or questions.) 4. Questions and answers related to the students’ personal experiences but centered around the dialog theme. 5. Study one of the basic communicative expressions in the dialog or one of the structures which exemplify the function. 6. Learner discovery of generalizations or rules underlying the functional expression or structure. 7. Oral recognition, interpretative activities (two to five depending on the learning level. 8. Oral production activities – proceeding from guided to freer communication activities. 9. Copying of the dialogs or mini-dialogs or modules if they are not in the class text. 10. Sampling of the written homework assignment, if given. 11. Evaluation of learning (oral only), e.g.,

5. FEATURES

5.1. Dialogues, if used, center around communicative functions and are not normally memorized.

5.2. Contextualization is a basic premise.

5.3. Language learning is learning to communicate.

5.4. Effective communication is sought.

5.5. Drilling may occur, but peripherally.

5.6. Comprehensible pronunciation is sought.

5.7. Any device that helps the learners is accepted – varying according to their age, interest, etc.

5.8. Attempts to communicate may be encouraged from the very beginning

5.9. Judicious use of native language is accepted where feasible.

5.10. Translation may be used where students need or benefit from it.

5.11. Reading and writing can start from the first day, if desired.

5.12. The target linguistic system will be learned best through the process of struggling to communicate.

5.13. Communicative competence is the desired goal (i.e., the ability to use the linguistic system effectively and appropriately).

5.14. Linguistic variation is a central concept in materials and methodology.

5.15. Sequencing is determined by any consideration of content, function, or meaning that maintains interest.

5.16. Teachers help learners in any way that motivates them to work with the language.

5.17. Language is created by the individual, often through trial and error.

5.18. Fluency and acceptable language is the primary goal: Accuracy is judged not in the abstract but in context

5.19. Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.

5.20. Language is created by the individual, often through trial and error.

5.21. Fluency and acceptable language is the primary goal: Accuracy is judged not in the abstract but in context.

5.22. The teacher cannot know exactly what language the students will use.

5.23. Intrinsic motivation will spring from an interest in what is being communicated by the language.