Teaching English as a Foreign
Language 1
Table of Contents
The Communicative Approach (CLT)...................................................................................2
Communicative Language Teaching..............................................................................................2
Theory and Characteristics...........................................................................................................2
Notions and Functions..................................................................................................................2
Types of Exercises.........................................................................................................................3
Learner and Teacher Roles...........................................................................................................3
Advantages and Disadvantages....................................................................................................3
Neuner...............................................................................................................................4
Categorisatie Neuner-oefeningen.................................................................................................4
Neuner Phases Model...................................................................................................................4
Teachers............................................................................................................................5
Three Kinds of Teachers................................................................................................................5
Teaching and Learning.......................................................................................................5
Experiential Learning Cycle...........................................................................................................5
The Subject Matter of ELT.............................................................................................................5
Lesson Activities.................................................................................................................6
Activity Route Map.......................................................................................................................6
Pair Work.....................................................................................................................................6
Motivation....................................................................................................................................6
, The Communicative Approach (CLT)
Communicative Language Teaching
Emphasizes interaction and problem solving
- As means and the ultimate goal of learning English
Switched traditional language teaching’s emphasis on grammar, the teacher-centred classroom, to
that of the active use of authentic language
Students are assessed on their level of communicative competence rather than on their explicit
knowledge
David Nunan famously listed five key elements
- Emphasis on learning to communicate through interaction in the target language
- Introduction of authentic texts into the learning situation
- Provision of opportunities for learners to focus, not only on the language but also on the
learning process itself
- Enhancement of the learner’s own personal experiences as important contributing elements
to classroom learning
- Attempt to link classroom language learning with language activation outside the classroom
Theory and Characteristics
Central concept in CLT is communicative competence
- Covers spoken and written language and all four skills
Reading
Listening
Writing
Speaking
Oxford states “the development of communicative competence requires realistic interaction among
learners using meaningful, contextualized language”
Eight characteristics of CLT (by linguist M. Berns)
- Based on communicative need
- Diversity is recognised and accepted as a part of language development and use
- A learner’s competence is considered in relative terms
- More than one variety of the language is recognised as a viable model for learning and
teaching
- Culture is recognised as instrumental in shaping speaker’s communicative competence
- Personalised
No single methodology or fixed set of techniques is prescribed
- Notions and functions
- Interaction
It is essential that learners be engaged in doing things with language
Notions and Functions
Notions are terms related to a situation in which language is learned or used
- All of these relevant terms refer to certain concepts or ideas
Can be quite specific
Function is some kind of communicative act
- The use of language to achieve a purpose, usually involving interaction
Functional categories of language (according to Mary Finocchiaro)
- Personal
Clarifying or arranging one’s ideas
- Interpersonal
Enabling us to establish and maintain desirable social and working relationships
- Directive
Language 1
Table of Contents
The Communicative Approach (CLT)...................................................................................2
Communicative Language Teaching..............................................................................................2
Theory and Characteristics...........................................................................................................2
Notions and Functions..................................................................................................................2
Types of Exercises.........................................................................................................................3
Learner and Teacher Roles...........................................................................................................3
Advantages and Disadvantages....................................................................................................3
Neuner...............................................................................................................................4
Categorisatie Neuner-oefeningen.................................................................................................4
Neuner Phases Model...................................................................................................................4
Teachers............................................................................................................................5
Three Kinds of Teachers................................................................................................................5
Teaching and Learning.......................................................................................................5
Experiential Learning Cycle...........................................................................................................5
The Subject Matter of ELT.............................................................................................................5
Lesson Activities.................................................................................................................6
Activity Route Map.......................................................................................................................6
Pair Work.....................................................................................................................................6
Motivation....................................................................................................................................6
, The Communicative Approach (CLT)
Communicative Language Teaching
Emphasizes interaction and problem solving
- As means and the ultimate goal of learning English
Switched traditional language teaching’s emphasis on grammar, the teacher-centred classroom, to
that of the active use of authentic language
Students are assessed on their level of communicative competence rather than on their explicit
knowledge
David Nunan famously listed five key elements
- Emphasis on learning to communicate through interaction in the target language
- Introduction of authentic texts into the learning situation
- Provision of opportunities for learners to focus, not only on the language but also on the
learning process itself
- Enhancement of the learner’s own personal experiences as important contributing elements
to classroom learning
- Attempt to link classroom language learning with language activation outside the classroom
Theory and Characteristics
Central concept in CLT is communicative competence
- Covers spoken and written language and all four skills
Reading
Listening
Writing
Speaking
Oxford states “the development of communicative competence requires realistic interaction among
learners using meaningful, contextualized language”
Eight characteristics of CLT (by linguist M. Berns)
- Based on communicative need
- Diversity is recognised and accepted as a part of language development and use
- A learner’s competence is considered in relative terms
- More than one variety of the language is recognised as a viable model for learning and
teaching
- Culture is recognised as instrumental in shaping speaker’s communicative competence
- Personalised
No single methodology or fixed set of techniques is prescribed
- Notions and functions
- Interaction
It is essential that learners be engaged in doing things with language
Notions and Functions
Notions are terms related to a situation in which language is learned or used
- All of these relevant terms refer to certain concepts or ideas
Can be quite specific
Function is some kind of communicative act
- The use of language to achieve a purpose, usually involving interaction
Functional categories of language (according to Mary Finocchiaro)
- Personal
Clarifying or arranging one’s ideas
- Interpersonal
Enabling us to establish and maintain desirable social and working relationships
- Directive
