Universidad Nacional de Educación

Enrique Guzmán y Valle

Alma Máter del Magisterio Nacional
Facultad de Ciencias Sociales y Humanidades
Departamento de Lenguas Extranjeras

Facultad de Ciencias Sociales y Humanidades

COURSE:
Didáctica de las Lenguas Extranjeras II

WEEK: 1

DOCENTE: Mg. Amanda Oyola Gabriel

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 What do you understand by communicative
language teaching?

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 What do you understand by communicative
language teaching?

https://www.youtube.com/watch?v=XYdUB_e8_Zc

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 What Is Communicative Language Teaching?
According to Wilga Rivers, Jack C. Richards,
and Theodore S. Rodgers, Communicative
Language Teaching prioritizes communication
and interaction in language learning, promotes
authentic language use, focuses on
communicative competence, and advocates
for learner-centered approaches to teaching.
Their collective contributions have helped
shape CLT into one of the most widely used
approaches to language teaching worldwide.

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 The Background to CLT

The background to Communicative

Language Teaching (CLT) is rooted
in a shift away from traditional
grammar-based approaches to
language teaching, which
dominated the field in the mid-20th
century. Several factors
contributed to the emergence and
development of CLT.

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Critiques of Grammar-Translation Method:

The Grammar-Translation Method, which

focused on translating texts and
memorizing grammar rules, came under
criticism for its lack of emphasis on real
communication skills. Scholars and
educators began to question its
effectiveness in helping learners develop
practical language skills for everyday
communication.

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Linguistic and Psychological Research:

Linguistic and psychological research in the

mid-20th century, particularly the work of
scholars such as Noam Chomsky,
highlighted the importance of
understanding language as a system for
communication rather than just as a set of
grammar rules. This shift in understanding
language influenced language teaching
methodologies, encouraging approaches
that focused on meaningful language use.

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Social and Cultural Changes:

The increasing globalization and

interconnectedness of the world in the
post-World War II era created a growing
demand for language proficiency,
particularly in English, as a means of
communication across cultures. This
necessitated a shift in language teaching
methodologies towards approaches that
prioritized communicative competence.

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Advances in Second Language Acquisition Theory:

The development of second language acquisition

theories, such as Stephen Krashen's Input
Hypothesis and Michael Long's Interaction
Hypothesis, emphasized the importance of
meaningful interaction and communication in
language learning. These theories provided
theoretical support for communicative approaches
to language teaching.

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Influential Figures and Organizations:

Scholars and educators such as Wilga

Rivers, Jack C. Richards, and Theodore S.
Rodgers played key roles in promoting
communicative approaches to language
teaching through their research,
publications, and advocacy. Organizations
like the Council of Europe and the British
Council also contributed to the
dissemination of CLT principles and
practices.

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 Classroom Activities in Communicative Language Teaching
● Information Gap Activities: Examples include jigsaw readings, where each student reads a
different part of a text and shares information with others, and information gap games, where
students have different pieces of information and must communicate to fill in the gaps.
● Role-plays and Simulations: Students take on different roles and engage in conversations or
interactions related to specific scenarios, such as ordering food at a restaurant, booking a hotel
room, or resolving a conflict.
● Problem-Solving Tasks: Examples include brainstorming sessions, debates, and decision-making
activities.
● Information Sharing Activities: For example, students can conduct surveys, interviews, or opinion
polls, and then share their findings with the class through presentations or discussions.
● Storytelling and Story Building: Students can work individually or in groups to create and share
stories based on prompts or pictures, or they can collaboratively build a story by adding sentences
or paragraphs to a shared narrative.

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● Role-plays: For example, students might
role-play a job interview, a doctor's
appointment, or a customer service interaction.
● Collaborative Writing Tasks: This can be
done using collaborative writing platforms or
through traditional pen-and-paper activities.
● Debates and Discussions: Teachers can
facilitate debates on controversial topics or
organize guided discussions on specific
themes, allowing students to practice
expressing and justifying their opinions in a
structured setting.

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 https://www.youtube.com/watch?v=N2yrhgCZa3I

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 What is TBLT?
Nunan emphasizes the importance of
tasks as the central unit of language
instruction. He highlights the role of
tasks in promoting meaningful
communication and providing
learners with opportunities to use
language in authentic contexts.
Nunan suggests that tasks should be
purposeful, engaging, and relevant to
learners' needs and interests.

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Rod Ellis is known for his research and
publications on second language acquisition and
language teaching methodology. In his work on
TBLT, Ellis emphasizes the role of tasks in
promoting language learning through interaction
and negotiation of meaning. He suggests that
tasks should be designed to provide learners with
opportunities for meaningful language use and
communicative practice. Ellis also discusses the
importance of task sequencing and task
complexity in TBLT.

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Jane Willis is recognized for her contributions
to task-based language teaching and syllabus
design. In her work, Willis advocates for a
task-based approach that focuses on the
integration of language skills and the
development of communicative competence.
She emphasizes the importance of task
authenticity, task engagement, and task
repetition in language learning. Willis suggests
that tasks should be based on real-life language
use and provide learners with opportunities to
engage in authentic communication.

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 Michael Long has made significant
contributions to the development of
task-based language teaching
through his research on interaction
and language learning. Long's
Interaction Hypothesis proposes that
language learning occurs through
meaningful interaction and
negotiation of meaning. In the context
of TBLT, Long emphasizes the
importance of task-based interaction
in promoting language acquisition
and communicative competence.

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 Characteristics of TBLT

1. Focus on Tasks: These tasks are designed to simulate real-life language use
and provide learners with opportunities to develop their communicative competence
in authentic contexts.
2. Authenticity:. Tasks and materials are based on real-life situations and language
use, providing learners with opportunities to engage with language in meaningful
ways.
3. Meaningful Communication: This approach fosters fluency and confidence in
language production.
4. Language Input and Output: TBLT provides learners with language input through
exposure to authentic materials and tasks. Learners engage in language output
through task performance, using language to complete tasks, solve problems, and
achieve communicative outcomes.

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5. Task Cycle: TBLT typically follows a task cycle, which includes pre-task,
task, and post-task stages.
6. Task Complexity: Tasks can be designed to be more or less challenging
to suit learners' needs and promote language development.
7. Collaborative Learning: Collaborative tasks promote interaction,
negotiation of meaning, and peer support, fostering a communicative
language learning environment.
8. Feedback and Reflection: Learners receive feedback on their task
performance from teachers or peers, which helps them identify areas for
improvement and reflect on their language use.

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 Materials for CLT and TBLT

1. Authentic Texts: Authentic texts such as newspaper articles, magazine excerpts,

advertisements, menus, and brochures provide learners with real-life language input. These
texts reflect the language and communication styles used in authentic contexts and can be used
for reading comprehension, vocabulary development, and discussion activities.
2. Audiovisual Materials: Audio and video recordings, podcasts, news broadcasts, movies, and
TV shows offer learners exposure to authentic spoken language and cultural contexts. These
materials can be used for listening comprehension, speaking practice, and discussion activities.
Subtitles and transcripts can aid comprehension and facilitate language learning.
3. Interactive Websites and Apps: Interactive websites and language learning apps offer
engaging and interactive activities for language practice. These resources often provide
exercises for listening, speaking, reading, and writing skills, as well as games, quizzes, and
simulations that promote communicative competence. Examples include Duolingo, BBC
Learning English, and Quizlet.

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4. Task-Based Activities: Task-based activities provide learners with opportunities to use language to
accomplish real-world tasks. Materials for task-based activities may include task prompts,
instructions, worksheets, and visual aids. Tasks can be based on authentic materials such as maps,
schedules, graphs, or diagrams, and may involve problem-solving, decision-making,
information-sharing, or creative production tasks.
5. Role-Play Scenarios: Role-play scenarios provide learners with simulated real-life situations in
which they can practice language functions and communicative skills. Materials for role-play activities
may include role cards, scripts, props, and visual aids. Scenarios can be adapted from authentic
contexts such as job interviews, social interactions, customer service encounters, or academic
presentations.
6. Authentic Writing Tasks: Authentic writing tasks such as emails, letters, reports, blog posts, and
social media updates give learners opportunities to produce written language for real communicative
purposes. Materials for writing tasks may include writing prompts, sample texts, graphic organizers,
and peer feedback forms. Writing tasks should be meaningful, relevant, and connected to learners'
interests and needs.

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7. Project-Based Materials: Project-based learning involves learners working
collaboratively to investigate, research, and present information on a specific topic or
theme. Materials for project-based learning may include project prompts, research
materials, multimedia resources, presentation tools, and assessment rubrics. Projects can
be based on authentic topics related to learners' interests, hobbies, or academic and
professional goals.
8. Authentic Assessment Tasks: Authentic assessment tasks such as presentations,
interviews, role-plays, debates, and portfolio projects provide learners with opportunities to
demonstrate their language proficiency in meaningful contexts. Materials for assessment
tasks may include assessment criteria, task prompts, scoring rubrics, and feedback forms.
Assessments should reflect learners' ability to use language for communication and
demonstrate their progress toward achieving communicative competence.

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