1.

Từ Quốc Phong_ Leader

2. Đỗ Thị Trang
GROUP 2
3. Huỳnh Trương Quỳnh Trâm 9. Đặng Tâm Anh
4. Trần Thị Kiều Anh 10. Trần Ngọc Song Hảo
5. Nguyễn Duy Khang 11. Ngô Cẩm Ngọc Hương
6. Phan Xuân Thy 12. Vũ Trường Giang
7. Trương Minh Huy 13. Nguyễn Lê Quỳnh Như
8. Huỳnh Ngọc Xuân Bình 14. Trần Ngọc Nhã Khanh
METHODOLOGY IN
TEACHING ENGLISH

Lecturer: Nguyen Thi Thu Van

COMMUNICATIVE LANGUAGE
TEACHING
COMMUNICATIVE LANGUAGE TEACHING

1
• INTRODUCTION

2
• EXPERIENCE

3
• THINKING ABOUT EXPERIENCE

4
• REVIEW PRINCIPLES

5
• REVIEW TECHNIQUES

6
• CONCLUSION

7
• QUIZ
1. Introduction

• CLT: Develop fluent communication skills in the target language.

• Within a social context, language users needed to perform certain
functions, such as promising, inviting, and declining invitations.
• Applying the theoretical perspective of the Communicative
Approach,Communicative
• Language Teaching (CLT) aims broadly to make communicative
competence the goal of language teaching. What this looks like in the
classroom may depend on how the principles are interpreted and applied.
• Communication is a process; knowledge of the forms of language is
insufficient.
Communicative competence
Linguistic competence
1. Introduction
Focus on Real-
World Active Student Role
Communication
Key Features
of CLT
Flexibility and Integration of
Variety Language Skills

A high-intermediate level
20 students
of English proficiency
The class

Two times a week Two-hour classes

EXPERIENCE
2. Experience
Activity 1: Handout

A sports column from a newspaper discussing who

will win the World Cup
2. Experience

Unscramble the sentences

2. Experience

Activity 2: Language game

What is this?
2. Experience

BASEKETBALL
2. Experience

SOCCER BALL
2. Experience

VOLLEYBALL
2. Experience

TENNIS
RACKET
2. Experience

SKIS
2. Experience

ROLLER SKATES
2. Experience

FOOTBALL
2. Experience

BASEBALL BAT
2. Experience

GOLF CLUBS
2. Experience

BOWLING BALL
2. Experience

BADMINTON
RACKET
2. Experience

HOCKEY STICK
2. Experience

ICE SKATES
2. Experience

Example:
Four of the Ss in a group have 3
The fifth
cards Student
each. 1 cardpredicts: Phong
left is put facedmay
go skiing this weekend.
down
If, between
on the the group.
other hand (no one has the
IfThe
onefifth
picture member
of skis),ofthe
student the group
fifth
predicts has asays:
student
What itskis
is
card, this
Phong person
will will reply:
go skiing.
that Phong
Then, will
the fifth be doing
student will on
turnthe
over
Phong
the cardcan’t
weekend? go skiing
to check because I have
the answer
his skis.
.
2. Experience

Activity 3: Discussion
How probable do you think the
predictions are?
Why? Why not?
1. By 2030, solar energy will replace
the world’s reliance on fossil fuels.
2. By 2050, people will be living on
the moon.
2. Experience
Activity 4: Picture strip story
Instruction: Work in groups of three. One member of each group is given
a picture strip story which includes six pictures in a column with no
words. The pictures tell a story. The student with the story shows the first
picture to the other members of her group, while covering the remaining
5 pictures.

The other members try to predict what they think will happen in the
second picture. The first student tells them whether they are correct or
not. Then, she shows them the second picture and asks them to predict
what the third picture will look like.
After the pictures have been shown, the group gets a new strip story and
they change roles.
2. Experience
Activity 5: Role-play
Instruction: Work in groups of four. You are asked to
imagine that you are all the employees of the same
company. One of you is the others’ boss. You are
having a meeting to discuss what will possibly occur
as a result of your company merging with another
company. Before you begin, you have 2 minutes to
discuss some possibilities together.

You decide what topic you can talk about such as

whether or not some of the people in your company
will lose their jobs, whether or not they will have to
move, ...
2. Experience

You have 10 minutes to perform your role-play.

Homework assignment: You are to find out what you can about
two political candidates running against each other in the
upcoming election. You are then to write your prediction of who
you think will win the election and why you think so.

You will read these to your classmates at the start of the next
class.
THINKING ABOUT
EXPERIENCE
3. Thinking about Experience
Observations
The teacher distributes a
handout that has a copy of a
sports column from a recent
newspaper.
Principles
Whenever possible,
“authentic language”
• Language as it is used in a
real context
• Should be in introduced
3. Thinking about Experience
Observations
The teacher tells the students
to underline the reporter’s
predictions and to say which
oney they think the reporter
feels most certain of and
which he feels least certain of
Principles
Being able to figure out the
speaker’s or writer’s
intentions is part of being
communicatively
competent.
3. Thinking about Experience
Observations
The teacher gives the
students the directions for
the activity in the target
language.
Principles
The target language is a
vehicle for classroom
communication, not just the
object of study.
3. Thinking about Experience

Observations Principles
The students try One function can have many different
to state the linguistic forms. Since the focus of the
reporter’s course is on real language use, a
predictions in variety of linguistic forms are
different words. presented together. The emphasis is on
the process of communication rather
than just mastery of language forms.
3. Thinking about Experience

Observations Principles
The students Students should work with language at
unscramble the the discourse or suprasentential (above
sentences of the the sentence) level. They must learn
newspaper article. about cohesion and coherence, those
properties of language which bind the
sentences together.
3. Thinking about Experience

Observations Principles
The students Games are important because they have certain
play a language features in common with real communicative
game events—there is a purpose to the exchange. Also,
the speaker receives immediate feedback from the
listener on whether or not he or she has
successfully communicated. In this way they can
negotiate meaning. Finally, having students work
in small groups maximizes the amount of
communicative practice they receive
3. Thinking about Experience

Observations Principles
The students are asked how Students should be given an
they feel about the opportunity to express their
predictions ideas and opinions.
3. Thinking about Experience

Observations Principles
A student makes an Errors are tolerated and seen as a
error. The teacher and natural outcome of the
other students ignore development of communication
it. skills. Since this activity was
working on fluency, the teacher
did not correct the student, but
simply noted the error, which he
will return to at a later point.
3. Thinking about Experience

Observations Principles
The teacher gives each One of the teacher’s major
group of students a strip responsibilities is to
story and a task to perform. establish situations likely to
promote communication.
3. Thinking about Experience

Observations Principles
The students work Communicative interaction
with a partner or encourages cooperative
partners to predict relationships among students. It
what the next picture gives students an opportunity to
in the strip story will work on negotiating meaning
look like. (meaning of a formal discussion
with someone in order to reach an
agreement with them)
3. Thinking about Experience

Observations Principles
The students do a The social context (is generally
role-play. They are used to describe the types of settings
to imagine that they in which people are engaged,
are all employees of including the groups with whom
the same company. they interact and the culture in how
they live) of the communicative
event is essential in giving meaning
to the utterances (something that
someone says
3. Thinking about Experience
Observations
The teacher reminds the
students that one of them is
playing a role of the boss
and that they should
remember this when
speaking to her.
Principles
Learning to use language
forms appropriately is an
important part of
communicative competence
3. Thinking about Experience

Observations Principles
The teacher moves The teacher acts as a facilitator
from group to group (someone who helps a person or
offering advice and organization do something more
answering questions easily or find the answer to a
problem, by discussing things
and suggesting ways of doing
things) in setting up
communicative activities and as
an advisor during the activities.
3. Thinking about Experience

Observations Principles
The students suggest In communicating, a
alternative forms they speaker has a choice not
would use to state a only about what to say, but
prediction to a colleague also how to say it.
3. Thinking about Experience
Observations
After the role-play is
finished, the students elicit
(to get a student to provide
or remember a fact,
response, etc. rather than
telling them the answer)
relevant vocabulary.
Principles
The grammar and vocabulary
that the students learn follow
from the function, situational
context, and the roles of the
interlocutors (someone who
is involved in a conversation).
3. Thinking about Experience
Observations
For their homework, the
students are to finds out about
political candidates and to make
a prediction about which one
will be successful in the
forthcoming election (a time
when people vote in order to
choose someone for a political
or official job that is happing
soon).
Principles
Students should be given
opportunities to work on
language as it is used in
authentic communication (as
actually hearing and
understanding what one another
says). They may be coached on
strategies for how to improve
their comprehension.
REVIEW
PRINCIPLES
4. Review principles
1. What are the goals of teachers who use Communicative Language
Teaching (CLT)?
 The goal is to enable students to communicate in the target language:
Students need knowledge of the linguistic forms, meanings, and functions.
 Students need to know that:
 Many different forms can be used to perform a function. EX: “Hello”
“What’s up?” “How’s it going?” serves one function - Greeting.
 A single form can often serve a variety of functions (emotive
function, command, direction, demand, etc). It means, speakers
expressed their standpoint on what they speak out. The speakers not
only express emotions through language but also show emotion
when delivering their speech. Therefore, the listener can understand
whether the speaker is angry, sad, or happy.
4. Review principles

For example:
 Teacher: “Are you ready?” – Students: “Yesss” -> They aren’t ready
yet, or someone is tired and doesn’t want to play.
 Teacher: “Are you ready?” – Students: “YESSS” -> They are very
excited to play.
Students must be able to choose from among these the most appropriate
form, given the social context and the roles of the interlocutors
4. Review principles
2. What is the role of the teacher? What is the role of the students?
T facilitates communication
in the classroom. Establish
situations likely to promote
communication.
Teacher’s
Role
T makes notes of their
errors to be worked on at a
later time during more
accuracy–based activities.
T acts like an advisor,
answering students’
questions and monitoring
their performance
At other times teacher might
be a “Co-communicator”
engaging in the
communicative activity along
with students.
4. Review principles

Students’ Role:

Communicators. They are

actively engaged in negotiating
meaning—in trying to make
themselves understood—even
when their knowledge of the
target language is incomplete.

Since the teacher’s role is less dominant than in a teacher-centered

method, students are seen as more responsible for their own learning
4. Review principles
3. What are some characteristics of the teaching/ learning process?
Students use the language a
communicative have three
An information gap: An information
Activities that are truly great dealgap exists when
through
Almost everything
onethat is done
person in an exchange knows something
communicative activities the
such
features in common .
with a communicative intentother person does not
as games, role-plays, and
problem-solving tasks.
Choice: Characteristics
the speaker has aofchoice
the of what she will say
and how
teaching/ she will say it.
learning
process
ActivitiesFeedback: A speaker can thus evaluate whether or not
that are truly
communicative haveher purpose
three has been achieved based on the
information she receives
features in common: The use from her listener
of authentic materials
information gap, choice, and
feedback
4. Review principles

Activities in CLT are often carried out by students in small groups

since small numbers of students interacting are favored to maximize
the time allotted to each student for communicating.
4. Review principles
4. What is the nature of student–teacher interaction? What is the
nature of student–student interaction?

 Student-teacher interaction: In CLT, the teacher may present some

part of the lesson. A teacher is the facilitator of the activities, but he
doesn’t always interact with the students. Sometimes he is a co-
communicator, but more often he establishes situations that prompt
communication between and among the students.
 Student–student interaction: they do this in various configurations:
pairs, triads, small groups, and whole groups.
4. Review principles
5. How are the feelings of the students dealt with?

 Students will be more motivated to study another language since they

feel they are learning to do something useful.
 Students have the opportunity to express their individuality by
sharing their ideas and opinions on a regular basis.
 Students' security is enhanced by the many opportunities for
cooperative interactions with their fellow students and the teacher.
4. Review principles
6. How is the language viewed? How is culture viewed?

 Language is for communication. (The forms and meanings, is only

one part of communicative competence.)
 Another aspect of communicative competence is functions
(knowledge of the functions that language is used for.)
 A variety of forms can be used to accomplish a single function.
(Example ‘It may rain,’ or ‘Perhaps it will rain.’(Same pridiction but
2 ways, 2 differren forms)
4. Review principles
6. How is the language viewed? How is culture viewed?

 Conversely, the same form of the language can be used for a variety
of functions. (‘May,’ for instance, can be used to make a prediction or
to give permission (‘You may leave now.’ 2 ways of function).
 (Thus, ) The learner needs knowledge of forms and meanings and
functions.
 However, to be communicatively competent, she must also use this
knowledge and take into consideration the social situation in order to
convey her intended meaning appropriately (Canale and Swain 1980)
4. Review principles
6. How is the language viewed? How is culture viewed?

 (A speaker can seek permission using ‘may’ (‘May I have a piece of

fruit?’but in the informal situation, he would more likely use ‘can’ to
seek permission (‘Can I have a piece of fruit?’)
 Culture is the everyday lifestyle of people who use the language.
There are certain aspects of it that are especially important to
communication—the use of nonverbal behavior which might receive
greater attention in CLT.
4. Review principles
7. What areas of language are emphasized? What language skills are
emphasized?

 Language functions might be emphasized over forms. A variety of

forms are introduced for each function.
 Only the simpler forms at first, but as students get more proficient in
the target language, the functions are reintroduced and more complex
forms are learned.
 (Example “Would you.. ?” will be learned at the beginning and in the
higher level it will be ‘I wonder if you would mind …’)
4. Review principles
7. What areas of language are emphasized? What language skills are
emphasized?
 The student learn about cohesion and coherence.
 (For example, in the lesson the students recognized that the second
sentence of the scrambled order was the last sentence of the original
sports column because of its introductory adverbial phrase, ‘In the
final analysis….’ This adverbial phrase is a cohesive device that binds
and orders this sentence to the other sentences.)
4. Review principles
7. What areas of language are emphasized? What language skills are
emphasized?
 Students work on all four skills from the beginning. Just as oral
communication is seen to take place through negotiation between
speaker and listener, so too is meaning thought to be derived from the
written word through an interaction between the reader and the writer.
The writer is not present to receive immediate feedback from the
reader, of course, but the reader tries to understand the writer’s
intentions and the writer writes with the reader’s perspective in mind.
Meaning does not, therefore, reside exclusively in the text, but rather
arises through negotiation between the reader and writer.
4. Review principles
8. What is the role of the students’ native language?

Using native language is permitted in CLT. However, whenever possible,

the target language should be used not only during communicative
activities, but also for explaining the activities to the students or in
assigning homework. The students learn from these classroom
management exchanges, too, and realize that the target language is a
vehicle for communication, not just an object to be studied.
4. Review principles
9. How is evaluation accomplished?

 Teacher evaluates not only his students’ accuracy, but also their fluency.
 The student having the most control of the structures and vocabulary
isn’t always the best communicator. A teacher can evaluate his students’
performance informally in his role as advisor or co-communicator.
 For more formal evaluation, a teacher is likely to use an integrative test
which has a real communicative function. In order to assess students’
writing skill, for instance, a teacher might ask them to write a letter to a
friend.
4. Review principles
10. How does the teacher respond to student errors?

 Errors of form are tolerated during fluency-based

activities and are seen as a natural outcome of the
development of communication skills.
 Students can have limited linguistic knowledge
and still be successful communicators. The
teacher may note the errors during fluency
activities and return to them later with an
accuracy-based activity.
REVIEW
TECHNIQUES
5. Review Techniques
Authentic Materials
Actually, some situations happen when students cannot
transfer what they learn in the classroom to the outside world.
To overcome the typical problem, and to expose students to
natural language in a variety of situations, adherents of CLT
advocate the use of authentic language materials. In this
lesson we see that the teacher uses a newspaper article. He
also assigns the students homework, requiring that they learn
about two political candidates who are running for election.
5. Review Techniques
Authentic Materials

Of course, the class that we observed was at the high-intermediate level of

proficiency. For students with lower proficiency in the target language, it
may not be possible to use authentic language materials such as these.
Simpler authentic materials (for example, the use of a weather forecast
when working on predictions), or at least ones that are realistic, are most
desirable. It is not so important that the materials be genuine as it is that
they be used authentically, with a communicative intent.
5. Review Techniques
Authentic Materials

Another possibility for the use of authentic

materials with a lower-level class is to use items
of realia that do not contain a lot of language,
but about which a lot of discussion could be
generated. Menus in the target language are an
example; timetables are another.
5. Review Techniques
Scrambled Sentences
The students are given a passage (a text) in which the sentences are in a
scrambled order. This may be a passage they have worked with or one
they have not seen before

ForThey
instance
are told to unscramble the sentences so that the sentences are
restored to their original order. This type of exercise teaches students
about the cohesion and coherence properties of language.

 Learn how sentences are bound together at the suprasegmental level

through formal linguistic devices such as pronouns, which make a
text cohesive, and semantic propositions, which unify a text and
make it coherent.
5. Review Techniques
Scrambled Sentences

In addition to written passages,

students might also be asked to
unscramble the lines of a mixed-up
dialogue. Or they might be asked to put
the pictures of a picture strip story in
order and write lines to accompany the
pictures.
5. Review Techniques
Language Games

Games are used frequently in CLT. The

students find them enjoyable, and if they
are properly designed, they give students
valuable communicative practice. Games
that are truly communicative, according
to Morrow (ibid. 1981), have the three
features of communication: information
gap, choice, and feedback.
5. Review Techniques
Language Games
These three features were manifest in the card game we observed in the
following way:
 An information gap existed because the speaker did not know what her
classmate was going to do the following weekend.

 The speaker had a choice as to what she would predict (which sport)
and how she would predict it (which form her prediction would take).

 The speaker received feedback from the members of her group. If her
prediction was incomprehensible, then none of the members of her
group would respond. If she got a meaningful response, she could
presume her prediction was understood.
5. Review Techniques
Picture Strip Story
One
Divide the He/She then showed the first picture of
student
class into the story to the other members of her
will be
small group and asked them to predict what
given a
groups the second picture would look like
strip story

Rinse and repeat until all Students make

pictures are revealed and predictions and
Technique
then start a new session by compare them with
Process
switching roles and giving the picture’s correct
new picture strips story
5. Review Techniques
Picture Strip Story
The technique includes the three


features of communication
(information gap, choice, and
feedback)
Advantages
Gives students practice in
negotiating meaning by making
 them share information or work
together to arrive at a solution
5. Review Techniques
Picture Strip Story Tips
 Many activities can be done with picture strip stories i.e. scrambled
sentences.
 Students received feedback, not on the form but on the content of the
prediction, by being able to view the picture and compare it with their
prediction.
 Picture strips story can be used to translate word symbols, record events,
explain processes, extend experiences, draw comparisons, show contrast,
show continuity, focus attention, and develop critical judgment
5. Review Techniques
Picture Strip Story
Examples
The teacher divides the students into some groups.
The teacher shows the picture and cuts it up into separate pictures.
The teacher gives a picture to each member of the group to discuss
and predicts the sequence of the story.

Teacher
Side:
5. Review Techniques
Picture Strip Story
Examples
 Students decide on the original sequence and reconstruct the story.
 Students discuss in a group the original story sequence of the pictures
to solve the problems.
 Each member of a group preform in front of the class to present the
result of group discussion. Student Side:
5. Review Techniques
Role-play Students are asked to pretend temporarily that
Process they are someone else and to perform in the
target language as if they were that person.
5. Review Techniques
Role-play
The technique can be executed in two ways:
 With advanced learners, you can probably just assign the students
roles or a situation and let them have a go at it, then give feedback
on any mistakes.
 For beginners, you’ll have to give each pair their lines. Write the
whole dialogue on a piece of paper. Write the lines in the target
language first, followed by their English translations. Send the pairs
off to practice on their own. Visit each pair in their practices and
monitor their progress. It’s very important that you explain the
context of the dialogue. What’s the motivation for the characters?
Why are they acting that way?
5. Review Techniques
Role-play

Role-plays allow students to Role-plays are flexible: they can

practice communicating in be very structured or less
different social contexts and structured depending on the
different social roles classroom needs.
Advantages
Less structured role-plays
provide a realistic Students receive helpful
communication experience since feedback on whether or not they
students cannot be sure what the have communicated effectively
other person or people will say
5. Review Techniques
Role-play Tips

 Bring situations to life with props and realia

 Keep it real and relevant
 Feed-in appropriate language when students are stuck
 Do not jump in to correct every mistake, use the following techniques
instead:
5. Review Techniques
Role-play
 Do not jump in to correct every mistake, use the following
techniques instead: Tips
 Self-correction:
Record the role-plays either on audiocassette or on video, students can be
allowed to listen to the dialogue again and reflect on the language used. They
may find it easy to spot their own mistakes.
 Peer-correction:
Students could be asked to listen out for both great bits of language they'd like
to use themselves, and some mistakes they hear. Be careful to keep peer-
correction a positive and profitable experience for all involved.
Make a note of common mistakes yourself and deal with them in future classes
to ensure that the students don't lose motivation by being corrected on the spot
or straight after the role-play.
5. Review Techniques
Role-play
Examples
In this lesson, the teacher sets up a marketplace
to use in a shopping role-play. Students separate
into groups using a method that requires them to
talk with each other.
Students use new language in an authentic
context through their role-plays. The shoppers
and shopkeepers have different information. This
creates a purpose for their communication.
CONCLUSION
6. Conclusion
Communicative Language Teaching (CLT) aims broadly to make
communicative competence the goal of language teaching.
The Principles
 Teacher’s Goal: to enable students to communicate in the target
language
 Teacher’s Role:
A facilitator
An advisor
A “co-communicator”
 Student’s roles: Communicators
 Interaction:
Student - student interaction
(mainly)
Teacher - student interaction (little)
6. Conclusion
Communicative Language Teaching (CLT) aims broadly to make
communicative competence the goal of language teaching.
The Principles
 Role of native language: permitted but not encouraged
 Teaching and Learning Process
Students use language through
communicative activities
Communicative activities must have 3
features:
Information gap, Choice, Feedback
6. Conclusion
Lack of grammar
lessons
The requirements of Lack of sources
standard examination and equipment
guidelines
Student
Disadvantages engagement

Learner-
Motivation
centeredness
Advantage and
Advantages
Disadvantages
1. Which one is the role of the Teacher in CLT?

A. Advisor.
B. Participant.
C. Guide.
D. All of the above.

2. ___________ is knowledge that enables a person to

communicate functionally and interactively.

A. Linguistic Competence.
B. Communicative Competence.
C. Cohesion and Coherence Competence.
D. Comprehension Approach.
3. What is Communicative language Teaching based on?
A. The idea that leaning language successfully comes through
having to communicate real meaning.
B. The idea that learning language comes from rote memorization.
C. The idea that learning comes from reading and writing literature
in the mother language.
D. None of the above.

4. What is the role of student in CLT?

E. Silent observer.
F. There is no student role in CLT.
C. Speaker and negotiator.
D. None of the above.
5. What is the purpose of CLT?

A. To enable students to read and appreciate literature.

B. To enable students to communicate in the target language.
C. To enjoy the experience of learning.
D. None of the above

6. Communicative language teaching can be understood as a set of

principles about the goals of language teaching, how learners
learn a language, the kinds of classroom activities etc.

E. True
F. False
7. Communicative Language Teaching founded 1960s

A. True
B. False

8. CLT is only concerned with teaching speaking

C. True
D. False
9. Learners’own experiences are enhanced as contributing
elements to classroom learning
A. True
B. False

10. CLT has no focus on grammar

C. True
D. False
THANK YOU FOR
YOUR LISTENING
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