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Communicative Language Teaching               CLT

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Communicative Language Teaching               CLT

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It has emerged in the end of 1970s.
Communicative Language Teaching (CLT), which is an approach to the teaching of second and foreign languages, emphasizes interaction as both the means and the ultimate goal of learning a language.
The basic unit of language became not the sentence, but the communicative act. Function rather than form, and meaning rather than pattern determine the designing of materials. Communicative competence rather than grammatical competence is the goal. Language is tentatively subdivided in areas according to functionality.

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This method has emerged in the 1980s.
Technology wasn't part of this approach.
Stephen Krashen and Tracy Terrell developed this method based on Krashen's theories about second language acquisition.
This acquisition- focused approach sees communicative competence progressing through three stages:
1- aural comprehension;
2- early speech production;
3- speech activities, all fostering "natural" language acquisition.

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From 1910 to 1930
The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different. Audio and video were the technologies used on this method,

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TPR stands for Total Physical Response and was created by Dr. James J Asher, it emerged in the 1990s. It is based upon the way that children learn their mother tongue.
Technology wasn't part of this approach.

TPR can be used to teach and practise many things.

Vocabulary connected with actions (smile, chop, headache, wriggle)

Tenses past/present/future and continuous aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)

Classroom language (Open your books)

Imperatives/Instructions (Stand up, close your eyes)

Storytelling

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ITTT International TEFL & TESOL Training

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Theories, Methods & Techniques of Teaching - Total Physical Response

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Silent Way "Tell me and I forget, teach me and I remember, tivolve me and I learn". Benjamin Franklin

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Silent Way "Tell me and I forget, teach me and I remember, tivolve me and I learn". Benjamin Franklin

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Silent Way originated in the early 1970s and was the brainchild of the late Caleb Gattegno.
The silent way is a methodology of teaching language based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible. There are three basic principles:

- The learner needs to discover or create
- Learning is made easier by the use of physical objects such as Cuisenaire rods
- Learning is made easier by problem-solving using the target language.

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The Oral Approach or Situational Language Teaching is an approach developed by British applied linguists between the 1920s and the 1960s.
The Oral Approach or Situational Language Teaching is based on a structural view of language. Speech, structure and a focus on a set of basic vocabulary are seen as the basis of language teaching.

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Short review: The oral approach and situational language teaching method.

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The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue.

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Socio-cognitive approaches, in contrast to cognitive approaches, emphasize the social aspect of language acquisition; learning a language is viewed as a process of apprenticeship or socialization into particular discourse communities (Schieffelin & Ochs, 1986; Gee, 1996). From this perspective, students need to be given maximum opportunity for authentic social interaction, not only to provide comprehensible input but also to give students practice in the kinds of communication they will later engage in outside the classroom. This can be achieved through student collaboration on authentic tasks and projects (see for example Breen, 1987; Candlin & Murphy, 1987; Long & Crookes, 1992; Prabhu, 1987) while simultaneously learning both content and language (see for example Flowerdew, 1993; Meskill, in press; Snow, 1991). The Internet is a powerful tool for assisting a socio-cognitive approach to language teaching, and it is in fact this fit of the Internet with a socio-cognitive approach which largely accounts for the new-found enthusiasm for using computers in the language classroom. The Internet is a vast interactive medium which can be used in a myriad of ways.