COMMUNICATI

VE LANGUAGE
TEACHING
(CLT)
BY GROUP 2
 CONTENTS

01 02
BACKGROUND APPROACH
AUDIO-LINGUAL METHOD VS CLT

03 04
DESIGN PROCEDURE
 ASSIGN TASKS
GROUP 2

PHẠM HOÀNG GIA ÂN

01 Introduction, Background of CLT & Audio-Lingual vs CLT
NGUYỄN THỊ THẢO NHI
02 Approach: Theories of Language and Learning & Design (objectives +
the syllabus)
NGUYỄN VÂN KHANH
03 Design (types of learning and teaching activities, Learner&Teacher
roles, the role of instructional materials)
TRẦN NGỌC CẨM THY
04 Procedure & PowerPoint Design
 01
Background –
Audio-lingual Method vs
CLT
 The origin of CLT
Audiolingualism was rejected in the mid 1960s

the changes in language teaching tradition

late 1960s, CLT approach was generated

 The origin of CLT
Situational Language Teaching major approach to teaching English

Practicing basic structures in situation-based activities

Predicting the language used based on situational event

Chomsky (1957) believed that it is incapable of accounting for the

fundamental characteristic of language:

creativity uniqueness
 The origin of CLT
The new approach to language teaching - CLT
The functional and communicative potential of language

Focus: communicative proficiency mere mastery of structures

D. A. Wilkins (1972):

meanings - communicative uses of language grammar and vocabulary

 Audio-lingual vs CLT
Audio-lingual Method CLT
Focus Structure & Form Meaning

Structures, sounds & words Learn to communicate

Goal Linguistic Competence Communicative Competence

Form Accuracy Fluency & language

Dialogue Memorization Used for communicative purposes

Mastery/ Overlearning Effective communication

 Audio-lingual vs CLT
Audio-lingual Method CLT
Technique Drilling Drilling may occur

Translation is forbidden Translation may be used

Native language Forbidden Accepted where feasible

Skills R & W are deferred until R & W can start from

mastery 1st day

Communication Native-speaker-like Comprehensible

 02
APPROAC
H
THEORY OF THEORY OF
LANGUAGE LEARNING
 2.1. THEORY OF
LANGUAGE
Communicative Abstract grammatical
competence knowledge
Hymes (1972) - Chomsky

Henry Widdowson
Halliday (1970) language for different Canale & Swain (1980)
7 functions of language purposes 4 dimensions
 7 functions of language - Halliday (1970)

01 02 03
Instrumental Regulatory Interactional
to get things to control others' behavior to create interaction

04 05 06 06
Personal Heuristic Imaginative Representational
to express feelings and to learn and discover to create world of to communicate information
meanings imagination
2.2. THEORY OF
LEARNING
● Acquisition: unconscious + real communication =>
Language proficiency

● Learning: conscious + instruction => Monitor

“Language learning comes about through using language

communicatively, rather than through practicing language
skills.”

—Krashen
2.2. THEORY OF
LEARNING
● Acquisition of communicative competence = example of
skill development

● Include: Cognitive (grammatical rules, vocabulary &

social conventions) & behavioral aspect (practice)

– Johnson & Littlewood (1984)

 03
DESIGN
3. DESIGN
3.1. OBJECTIVES

Integrative & content

Affective level
level

Extra-linguistic goals
Linguistic & Individual learning
instrumental level needs
—Piepho, 1981
3.2. THE Yalden's classification
SYLLABUS
Type Reference
1.Structures plus functions Wilkins (1976)

2. Functional spiral around a structural core Brumfit (1980)

3. Structural, functional, instrumental Allen (1970)

4. Functional Jupp & Hodlin (1975)
5. Notional Wilkins (1976)
6. Interactional Widdowson (1979)
7. Task-based Prabhu (1983) Current
Candlin (1976), Henner-Stanchina & interest
8. Learner generated
Riley (1978)
Types of learning & teaching activities
Pair & group work
attain the require the use of
communicative engage learners in communicative
objectives of the communication processes interaction
curriculum
Information gap
interaction
information
sharing
negotiation
of meaning
Littlewood (1981)
Functional communication activities Social interaction activities

● Compare set of pictures, note ● Conversation and discussion

similarities & differences sessions
● Discover missing features in ● Dialogues and role plays
maps/ pictures ● Simulations
● One learner give instructions ● Skits
behind a screen, one draw pictures ● Improvisations
● Debates
 Teacher role Learner role
● a facilitator of student’s learning ● communicators, negotiators
● a manager of classroom activities ● responsible managers for their
● an advisor own learning

Diane Larsen – Freeman and

Marti Anderson (2000)
 The role of instructional materials
Text-based materials Task-based materials Realia

● structural syllabus with ● exercise handbooks, ● language-based realia,

slight reform ● cue cards, activity cards, such as signs, magazines,
● visual cues, taped cues, pair-communication advertisements, and
pictures, and sentence practice materials, newspapers, or graphic
● different texts containing and visual sources
different information
 04
CLT
PROCEDURE
Finocchiaro&Brumfit, 1983
Presentation of a brief dialog or several mini-
dialogs

Oral practice of each utterance of the dialog

segment to be presented that day

Question and answer based on the dialog

topic

Question and answer related to the

student’s personal experience

Study one of the basic communicative

expressions in dialog
 Learner discovery of generalizations or
rules underlying the functional expression

Oral recognition, interpretative activities

Oral production activities proceeding from

guided to freer communication activities

Copying of the dialog or modules if they are

not in the class text

Sampling of the written homework

assignment

Evaluation of learning
THANK YOU
FOR YOUR
LISTENING!
 REFERENCES
Jack, C. R. and Theodore, S. R. (1986). Approaches and Methods in
Language Teaching (15th ed.). Cambridge University
Press.

Larsen –Freeman, D. (2000). Techniques and Principles in

Language Teaching. Hong Kong: OUP.