An advanced course in Communicative Language Teaching

/ First Semester
 
Classroom Applications :CLT CBT
 
Presented By Suzan Abd Hassan

Under the Supervision of Prof. Sheima A. Al-Bakry

 
 28th of November , 2020
 
 Classroom Applications: CLT and CBT

Consistent urge
-The central point of L2 research has been the drive towards
“communication” for the last three decades. That’s why:
1. Communicative Competence construct experienced some
modification trials.
2.The language functions that students should be able to
communicate have been extensively explored by
researchers.
 Classroom Applications: CLT and CBT

 Storehouse of Knowledge
L2 researches provided thorough description to:
1.Spoken and written discourse.
2.Pragmatic conventions.
3.Pragmatic styles.
4.Non-verbal communication.
The result is now a storehouse of knowledge at the
researchers’ disposal (Brown & heekyeong, 2015, p.235).
 Communicative Language Teaching (CLT)

Since the 1970s, CLT is used as an umbrella term to describe L2

pedagogy that aims at teaching students how to communicate.
-It is a set of principles about :
1.The goals of language teaching,
2.How learners learn a language,
3.The kinds of classroom activities and materials that best
facilitate learning, and
4. the roles of teachers and learners in the classroom (Richards,
2007, p.4).
 CC in the classroom

• CLT is best understood as an approach, rather than a

method. It is therefore a unified but broadly based
theoretical position about the nature of language and
of language learning and teaching.
•
The literature of the subject offers multiple definitions to
CLT. However (Brown & heekyeong, 2015 ) suggest the
following as a characteristic features of a definition of CLT:
 CC in the classroom

1.Classroom goals
are set to achieve all of the components of CC and not
grammatical or linguistic competence.
2.Language techniques
develop functional, pragmatic and authentic use of language
to attain meaningful purposes.
Language forms

are means to achieve these purposes

 CC in the classroom

3.fluency and accuracy

3. The principles of fluency and accuracy are
complementary to Communicative techniques.
3.Fluency & accuracy
Sometimes fluency is more important than accuracy to
sustain the chain of communication.
4.Integrative skills
Students should use the language productively and
receptively in authentic contexts (p.236).
 CC in the classroom
• CLT suggests that:
1. grammatical structure might better be subsumed under
various functional categories.
2. CLT pays considerably less attention to the overt
presentation and discussion of grammatical rules than
traditionally practiced.
3. A great deal of use of authentic language is implied in
CLT. as teachers attempt to build fluency (Chambers,
1997).
 CC in the classroom

4.It is important to note, however, that fluency is not

encouraged at the expense of clear, unambiguous, direct
communication.

5. In communicative classrooms: students are encouraged

to deal with unrehearsed situations under the guidance,
but not control, of the teacher.
 CC in the classroom

6. Non-native speakers and new teachers can employ

technological utilities such as internet, video, television,
audio recordings, computer software to help them teach
language skills integratively (Brown, 2000, p.242).
7. Curricula sequence considers language functions and
notions.
8.Students are encouraged to ask questions, seek clarifications,
use circumlocution and whatever linguistic or non-linguistic
they master to negotiate meaning and complete
communication (Savignon, 2005, p.636).
 CC in the classroom

9. Some instructional methods include discovery learning,

inquiry teaching, peer-assisted learning, discussions and
debates, and reflective teaching. Discovery learning allows
students to obtain knowledge for themselves through
problem solving. Discovery requires that teachers arrange
activities such that students can form and test hypotheses.
10. Instructional strategies are geared toward reaching the
individual needs of students through individual and small
group activities (Taylor and MacKenney, 2008, p. 107).
 CC in the classroom

11. In a meaningful process like second language learning,

mindless repetition, imitation, and other rote practices in the
language classroom should be avoided.
12. One way to achieve the goal of communicative
competence by removing unnecessary barriers to
automaticity. A definition, mnemonic device, or a
paraphrase, for example, might be initially facilitative, but as
its need is minimized by larger and more global
conceptualizations, it is pruned (Tavakoli, 2002, p.240).
 CC in the classroom

13. In the early stages of language learning, teachers can use

certain devices (definitions, paradigms, illustrations, mnemonics or
rules) are often used to facilitate learning and or to ‘manufacture’
meaningfulness for some vague or difficult learning aspects
(Ausubel, 1964, pp. 420-424).
14. Social interaction is encouraged through discussion between
pairs, groups and between teacher and pupils and is essential for
the effective development of understanding.
15. Learners are encouraged to have time to reflect upon what they
have learnt (Metacognitive aspect of learning) (Pritchard, 2009, p.
32).
 CLT universal features
CLT practices highlights the following features:
1. learner autonomy.
2.The nature of social learning.
3.Curriculum integration.
4.focus on meaning.
5.Diversity.
6. thinking skills.
7. Alternative assessment
8. Teachers as co-learners (Rosamond,1988:23-24). .
 CLT Theory of Langauge
CLT starts from a theory of language as communication. The
goal of language teaching is to develop what Hymes (1972)
coined as "communicative competence”(Richards &
Rodgers, 2014, p.69)
The theory of language that CLT is based upon is the
functional view to language.
-the view that language is a vehicle for the expression of
functional meaning.
-It emphasizes the semantic and communicative dimension
rather than merely the grammatical characteristics of
language ”(Richards & Rodgers, 2014, p.17).
 CLT theory of learning
• As Richards and Rodgers (2014) think that CLT theory of
learning addresses the conditions needed to support
language learning and not the processes that lead to
language acquisition. CLT mirrored the following practices
that underlie its learning theory:
1.The communication principle: Activities that involve real
communication promote learning.
2.The task principle: Activities in which language is used for
carrying out meaningful tasks promote learning .
 CLT theory of learning

3. The meaningfulness principle:

 Language that is meaningful to the learner supports the
learning process.
 Learning activities are selected according to how well they
engage the learner in meaningful and authentic language
use (rather than merely mechanical practice of language
patterns) ( p.72).
 Techniques
• Communicative language teaching uses almost any activity
that engages learners in authentic communication.
functional communication activities in which
communication is involved, and social interaction
activities, such as conversation and discussion sessions,
dialogues and role plays
 Bibliography Note

Ausubel, D. (1964). Adults vs. children in second language learning:

Psychological considerations. Modern Language Journal, 48, 420-424.
Brown, H. Douglas, 2000, Principles of Language learning And Teaching,
Addison Wesley Longman, Inc.
Brown, Douglas and Lee, Heekyeong. 2015. Teaching by principles: an
interactive approach to language pedagogy. 4th edition. Pearson. Pp.235-236.
Mitchell, Rosamond (1988). Communicative Language Teaching in Practice.
Great Britain: Centre for Information on Language Teaching and Research.
pp. 23–24 )
Newbury House Chambers. F(1997). What do we mean by Fluency? System,25,
555-544..
 Bibliography Note

Pritchard, Alan. (2009) . Ways of learning. Routledge Taylor Francis group.

London.
Richards, Jack C. (2007).Communicative language teaching today. SEAMEO
Regional Language Centre.p.4
Richards, Jack; Rodgers, Theodore (2014). Approaches and Methods in
Language Teaching (3nd Edition). Cambridge: Cambridge University Press.
pp. 17, 67-72.
Thamarana, Simhachalam. 2014. A Critical Overview of Communicative
Language Teaching. Hyderabad, India. 5th International Conference on English
Language and Literature (ICELL – 2014), June 28 – 29. PP.7-9.
• Taylor, George, R. and L. MacKenney. (2008). Improving Human Learning in
the Classroom. Rowman & Littlefield Education.
 1.An Anticipation guide
1. Construct the anticipation guide.
Write four to six statements about key ideas in the text; some true and
some false. Include columns following each statement, which can be
left blank or can be labeled Yes, or No
2. Model the process. Introduce the text or reading material and share
the guide with the students. Model the process of responding to the
statements and marking the columns.
 1.An Anticipation guide

3. Read each of the statements and ask the students if they

agree or disagree with it. Provide the opportunity for
discussion. The emphasis is not on right answers but to
share what they know and to make predictions.
4. Read the text aloud or have students read the selection
individually. Read slowly and stop at places in the text that
correspond to each of the statements.
5.Bring closure to the reading by revisiting each of the
statements.
 2.Reciprocal teaching
1. Put students in groups of four.
2. Distribute one note card to each member of the
group identifying each person's unique role:
• Summarizer
• Questioner
• Clarifier
• Predictor
3.Have students read a paragraph of the assigned text
selection.
 2.Reciprocal teaching

4. The Predictor can offer predictions about what the

author will tell the group next or, if it's a literary selection,
the predictor might suggest what the next events in the
story will be.
5.The Questioner will then pose questions about the
selection: Unclear parts, Puzzling information, Connections
to other concepts already learned
6. The Clarifier will address confusing parts and attempt to
answer the questions that were just posed.
 2.Reciprocal teaching
7. The Summarizer will highlight the key ideas up to this point
in the reading .
8. The roles in the group then switch one person to the right,
and the next selection is read. Students repeat the process
using their new roles. This continues until the entire selection
is read.
• Throughout the process, the teacher's role is to guide and
nurture the students' ability to use the four strategies
successfully within the small group. The teacher's role is
lessened as students develop skill.
 3. Exit slips
-At the end of your lesson ask students to respond to a
question or prompt.
• Note: There are three categories of exit slips (Fisher & Frey,
2004):
a. Prompts that document learning:
— Example: Write one thing you learned today.
— Example: Discuss how today's lesson could be used in the
real world.
 3.Exit slips

b. Prompts that emphasize the process of learning:

— Example: I didn't understand…
— Example: Write one question you have about today's lesson.
C. Prompts to evaluate the effectiveness of instruction:
— Example: Did you enjoy working in small groups today?
Other exit prompts include:
— I would like to learn more about…
— Please explain more about…
— The thing that surprised me the most today was…
— I wish…
 3.Exit slips
1.You may state the prompt orally to your students or
project it visually.
2.You may want to distribute 3 x 5 cards for students to
write down their responses.
3.Review the exit slips to determine how you may need
to alter your instruction to better meet the needs of all
your students.
4.Collect the exit slips as a part of an assessment
portfolio for each student.
 4. Interviews Technique

• Students can conduct interviews on selected topics with

various people.
• It is a good idea that the teacher provides a rubric to
students so that they know what type of questions they can
ask or what path to follow, but students should prepare
their own interview questions.
• After interviews, each student can present his or her study
to the class.
 5R in oral storytelling

1.Rhythm 
Use heightened speech in oral storytelling, somewhere
between conversation and reciting poetry. Speech patterns
are more rhythmic and words more clearly enunciated,
especially during repeated phrases within a story. This makes
it easier for students to repeat phrases after the storyteller
or join in, especially if the storyteller pauses briefly just
before those phrases.
 5R in oral storytelling

2.Rhyme
Short and simple rhymes are easy for students to learn and join in with during
storytelling. Rhymes can successfully be included in stories involving repetition for
students of all ages. Rhymes within tales are fixed and the transition between non-
scripted text and rhyme is often signaled by a pause, a gesture and a change of
speech pattern.

3. Repetition: When the same phrase is repeated on three or more occasions

during the telling of a story, students can move through three stages of repetition: 1
repeat after teacher, 2 say with teacher, 3 say without teacher.
This repetition provides scaffolding which supports the learning of collocations,
structures and pronunciation. It is not only words and phases that are repeated in
storytelling. Sounds and gestures can also be repeated and support the learning of
language, for example when they match or clarify the meaning of the words spoken.
 5R in oral storytelling

3. Repetition: When the same phrase is repeated on three or more

occasions during the telling of a story, students can move through three
stages of repetition:
1. repeat after teacher,
2. say with teacher,
3. say without teacher.
This repetition provides scaffolding which supports the learning of
collocations, structures and pronunciation. 
It is not only words and phases that are repeated in storytelling. Sounds
and gestures can also be repeated and support the learning of language,
for example when they match or clarify the meaning of the words
spoken.
 5R in oral storytelling

4. Reasoning 
Stories teach people about life. Learners can bring their
reasoning skills into play. In the course of the narrative,
characters might give or receive advice and they usually need
to solve problems,
A. Learners may consider their own attitudes to events.
B. students can predict what will happen next.
C. They may reflect on the meaning of the story.
D. They can evaluate aspects of the story.
 5R in oral storytelling

5. Response
The storyteller’s voice as well as the narrative itself will
trigger emotional responses and for every listener these
responses will be individual, depending on factors such as
personal experience, mood, attitude and interpretation.
The storytelling teacher is likely to notice and evaluate
students responding spontaneously while they listen, both
verbally and non-verbally: exclamations, moans, sighs,
laughter, gestures, nods, facial expressions, etc.
 6.Storytelling technique

• Students can briefly summarize a tale or story they

heard from somebody beforehand, or they may create
their own stories to tell their classmates.
• Story telling fosters creative thinking. It also helps
students express ideas in the format of beginning,
development, and ending, including the characters
and setting a story has to have.
 CLT techniques and Strategies

7.Previewing
This technique allows students to construct hypotheses about texts. Students
make inference form prior knowledge; prior to reading making use of
contextual clues (titles, headings, pictures, etc). The identification of text
genre as articles, poetry, nonfictions and plays assist students to realize the
plausible rhetorical grammar and stylistic markers (Chia, 2001,p.3).
8. Questioning
This technique implies questions in which the student has to look for
answers from the text. Questioning is a kind of top-down processing
technique. The aim of this technique is to activate students to read what
follows to get the important information to answer the question(Grrellet,
1981,p. 62).
 Techniques that apply CC in classroom

9.Semantic Mapping
It refers to a procedure for organizing information in a
graphic or pictorial representation of ideas using super
ordinate and a subordinate components of a concept.
Semantic mapping points to a visual representation of
knowledge, a picture of conceptual relationships (Antonacci,
1991, p.144) Instructors often realize, through context, most
vocabulary could be learned, however, learning from
context is the best method for teaching learning -to- learn
skills (Oxford and Scarcella, 1994,p. 68).
10. Brainstorming
The main purpose of brainstorming as a teaching
techniques is to foster and reinforce communication skill,
help to promote thinking and decision making skill as well
as foster different viewpoints and opinions (Al-Maghawry,
2012, p. 361).
 Techniques that apply CC in classroom

11.Discussing a Text orally

• Making oral discussions could be useful to activate
students' knowledge and to enhance what they know about
the subject through the exchange of information.
• The students can be asked to discuss the title or a
picture from the text. The instructor can initiate discussion
by simply presenting questions about the content of the
text (Rahimi, 2008, p. 89).
 Techniques that apply CC in classroom

12.Listing:
The students are required to find an approach to a particular
subject area. The students are encouraged to produce as
lengthy a list as possible of all the main ideas and
subcategories that come to mind as he or she thinks about
the topic at hand. This an especially useful activity for
students who might be constrained by undue concern for
expressing their thoughts in grammatically correct
sentences.
 Techniques that apply CC in classroom

13.Clustering:
For getting many ideas down quickly, clustering starts with a key
word or central idea around placed in the center of a page(or on the
blackboard) around which the student (or the teacher, using student-
generated suggestions) quickly jots down all of the free- associations
triggered by the subject matter, using words or short phrases. Unlike
listing, the words or phrases generated are put on the page or board
in a pattern which takes shape from the connections the writer or
speaker sees as new thought emerges. Completed clusters can look
spokes on a wheel or any other pattern of connected lines depending
on how the individual associations to each other (Clark, 2003, p.88).
.
 Techniques that apply CC in classroom

14. Free writing: It requires learners to 'create' an essay on a given topic, often
as a part of language examination. Sometimes students are simply invited to
write on a personal topic- their hobbies, what they did on holiday, interesting
experiences and the like. Other materials provide a reading passage as a
stimulus for a piece of writing on a parallel topic, usually with comprehension
questions interspersed between the two activities (McDonough & Shaw, 2003,
p.157). 
 Techniques that apply CC in classroom

15.Use of Graphic Organizers :Graphic organizers are visuals

that help students organize concepts and ideas. They aid in
the development of knowledge of text structure.They also
aid in the summarization of text, as well as the visual
representation of information. These include flow, tree,
diagrams, compare/contrast maps, and matrices ( Donoghue,
2009:179).
 Techniques that apply CC in classroom

16. Summarizing and Synthesizing:

First, readers need to identify the central message or “gist”
small portions of the material studied. Second, learners must
know how to synthesize larger of it by a summary that
contains only the most important information (McIntyre et.
al, 2011, p. 128)
Techniques that apply CC in classroom
Techniques that apply CC in classroom
Techniques that apply CC in classroom
Techniques that apply CC in classroom
Techniques that apply CC in classroom