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Salma

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C
ommunicative language teaching is not a method. It is a guided idea. The purpose of Communicative Language Teaching is to help students produce authentic language and communicate with others. To produce authentic language does not mean developing speaking skills only. CLT integrates multiple skills, such as listening and writing.

To help students communicate, the teacher need to provide rich and authentic input. There can be many approaches to achieve Communicative Language Teaching. Task-based teaching is the most common teaching approach. Teachers set up a goal, give students real-life language tasks, and students respond in a meaning way. In this process, students are motivated to use the language to serve the purpose of communication.

In CLT, meaning exceeds forms, but it does not mean that grammar is not important. Teachers should teach grammar within contexts and through communicative tasks. In this way, grammar is not presented as a list of rigid rules, but natural patterns that students acquire in the learning contexts.

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What is the concept of authentic materials and authentic activities?

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What is the concept of authentic materials and authentic activities?

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Linguistics competence

Sentence formations

Grammatically correct sentences

Communicative approach doesn’t focuses on grammar

It does teach grammar but doesn’t focus on it.

Functions are meanings

Communicative competence

Dimension

Usage of languages for different purposes

How to use language

Producing different types of text

maintaining conversations

Moving from accuracy activities to fluency communicative based activities

Grammar correctly - accuracy

Ideas -fluency

Roles of teachers and students

Teachers

Techniques

small group work

Problem solving

Negotiating

Role plays

The goal of CLT:

Linguistic features are important

The function(the meaning or the purposes that we put the language example : I use the language to describe or apologize)  and purposes are also important .

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Communitive approach:

·       Goal: enable student to use language to communicate.

·       Differences between other methods and this method: GOAL IS COMMUNICATE WITH THE TARGETED LANGUGAE BY FOCUASING ON (EMPHYTHISIS THE LINGUISTIC STRUCTURE AND VOCABULARY). This method those things are important, (however); students must understand the function (meaning of how we express language).

·       Activity must have a lot of stuff/situation must be matching the functions students should negotiating meaning and try to understand each other, role play, problem solving,  etc.…)

·       Function/meaning/why I am using the language ex: Request à  this is represented by different kinds of [grammatical structures].

-          Can u pass me the salt? – the salt please. -would u pass me the salt.  {all expressing the same goal of requesting the salt.}

·       Teaching must be under the level of function.

·       During the activity (making a case) there should be a structure/grammatical & vocabulary structures; of the function.

·       Teachers provide the students with information.

·       Teacher is not the only source of information.

·       Teacher is only monitoring the activity and provide information.

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• It is set of principles about the goal of language teaching (assumption about how learners learn a language). • It is a reaction to audiolingual method. • Its goal is the teaching of communicative competence. • Communicative competence: describe how we use language as a basis for communication, including different dimensions, • for example: o how to use language for different purposes. o How to use language as a medium for cross- culture communication. o How to produce different types of texts • The activities go from accuracy based activity to fluency communicative based activities. • Role of teacher: facilitator and monitor + cooperative learning. • Techniques: o Rather than drilling they use interactive small group work. o No focus on grammar. o They learn through communication (negotiate meaning and interact). o Grammar didn’t taught by isolation. • Activities: o Problem solving activities. o Information sharing roleplay. o Task based activities. • These provide opportunities for both inductive and deductive learning grammar. • Classroom materials: o Authentic text (original).

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Communicative Language Teaching is a set of principles.

The goal of CLT is teaching what is called communicative competence. Mastering the function and purpose to which language is put.

Function is the purpose for which we use language.

Comparing CLT with previous methods? It is considered a movement away from accuracy based activities towards fluency communicative based activities the type of classroom activities. Other methods are more functional and skill based teaching

The techniques are

-peer work activities

-role plays

-group work activities

Learners have to participate in classroom activities a cooperative rather than an individualistic approach to learning.

Teachers role is the monitor

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Welcome to the Communicative Approach/Communicative Language Teaching (CLT) Padlet.
Please write your notes on CLT relating to the goal, view of language and language teaching, roles of teachers and learners, activities ...
Sharing your notes is useful for learning, understanding, cooperating and also reviewing for the exam