Communicative Language Teaching Paper

1. How effective are CLT activities ( language games, role plays, problem-solving tasks, information gaps, and interviews) used in class on improving students’ communicative competence?

Learning had been widely discussed among the researchers. It had become the subject matter that interests psychologists, educationists, scientists and came up with a number of learning theories. There are many different theories that attempt to describe the learning process. The theorists came out with some methods and approaches to be applied in the language teaching in the classroom. Approaches consist of specific principles in the language teaching and to apply these approaches, methods are needed which include various procedures and techniques. In this coursework, I would discuss on two theories, methods and approaches, two of their strength and limitations. In addition, I would further discuss on the implementation of one of the theories in the English language classroom.

To address Luisa’s speaking in academic and social contexts, the English class must provide Luisa with consistent opportunities to hear English being spoken fluently. To promote fluent speaking in a second language, interaction is also key to learning. During the time when the ELL student is unable or limited in producing language, the instructor must create an environment where the ELL is able to build receptive language through repetition, gestures, and choral reading. One strategy to assist in developing the speaking component for Luisa is Scripting. Scripting is a strategy that prepares the ELL with sample language interactions or situational dialogues appropriate for upcoming events. These dialogues are known as scripts and they are presented and practiced with the ELL prior to the student encountering the situation in which the script will be used. The use of Scripting will complement the English class structure and the nature of the academic content as the class inherently focus on the productive and receptive language skills. As students encounter literature and poetry, the teacher can easily model fluent English during

This highlights the use of basic grammar to the use of language on a higher and deeper level; for example the field, tenor and mode change. The field is the content matter or topic, the tenor is who is taking part in the communication and the mode is how the communication is happening, is it written or verbal (Lukin, Moore, Hereke, Wegener & Wu, 2011). Throughout the adolescents years good communication skills continue to be the foundations of learning, emotional development and socialising within school and onwards into the workplace (I CAN Talk Series, n.d). Therefore adolescents require effective speech, language and communication skills in order to have a wide range of life choices (I CAN Talk Series, n.d). I CAN Talk Series (n.d) highlights that there are certain aspects of language development being taught during secondary schooling years. These include: complex verbal reasoning, understanding and using figurative language, telling more involved stories and using increasingly sophisticated social communication skills (I CAN Talk Series, n.d). These skills are imperative to access both the academic and social curriculum of school, as well as ensuring a successful transition into the workplace (I CAN Talk Series,

Nowadays, English has become the Global language. It is the language of science, technology, economic, etc. As a result, learning English has become an essential need for everyone. While learners try their best to reach their goal of successful communicator in foreign language, teachers find ways to make language teaching effective. In this fashion, considering and choosing the right way in teaching is prior thing for all of teachers and I am not an exception. We have witnessed the dominance of Communicative Approach with Communicative Language Teaching in the world in general and in Vietnam in particular recent years. For me, I will use the Eclectic Approach to teach English in the future due to

Archakis (2006) states that the communicative approach has recently prevailed. The purpose of language teaching is to help learners to practice relevant cases of communication. According to the communicative approach the language teaching has to be directly interrelated with contextual components. The stress of language teaching needs to be language use in social events, that is, students should be aware of the socio cultural and sociolinguistic skills for appropriate language use. Oral discourse is an entity of a range of discourse genres such as a lecture, conversation. Oral speech should be taught on a regular bases involving students in various activities and social circumstances. The teaching of oral discourse should be centered on the specific features of oral speech that promotes participation. It is very helpful for students as contemporary society concentrating on oral conversational speech and its peculiar daily used devices. This leads learners to the production of dramatization, interpersonal contribution, arguing competence as well as building identity as critical

The teaching of a productive skill, like speaking, is a vital part of any language education. Approaches to teach speaking have been changed noticeably during the time. The behaviorist approach, which is a traditional way of teaching, includes drilling, memorizing, answering and not questioning, checking and not correcting, individual learning, teachers are the sources and producers of knowledge, students are the recipients, and leaving no place for much thinking and understanding [1]. The Presentation, Practice, Production (PPP) is an approach based on behaviorist teaching [2, 3]. The PPP approach focused on accurate use of the grammatical forms taught at the Presentation stage. But very few students who finished their English courses were able to use their English to communicate adequately with others.

The field of second language learning has undergone, in the past few decades, many changes. Nonetheless, from a variety of methods that have come and gone, one has been adopted as pioneer, which is the Communicative Language Teaching (CLT) approach. Nowadays, in fact, Communicative Language Teaching is one of the most common teaching methods adopted by teachers of second and foreign languages all over the world. Its origin can be found in the late 1960s early 1970s in the British academic system, which was undergoing a serious of changes that reflected, none other than, the changes that were occurring in society. The aim of this paper is to give an overview of what Communicative Language Teaching is, what are its main distinguishing and

Sometimes more than one method is used to bring out the anticipated outcomes in the language classroom where communication develops the key factor of teaching-learning process. Unless students learn to utilise the classroom method to express thoughts and feelings outside into the real world situations, the learning cannot be effective no matter whatever teaching method is applied in English as a Second Language classroom. Teacher- student role becomes the centre in bringing out the maximum within the limited time in a

Communicative CALL is based on the communicative approach to foreign language teaching which became prominent in the 1970’s and 1980’s.

The communicative approach or the functionalist method is based on the interaction inside the classroom between the teacher and the students. According to Widdowson 1979, “The communicative approach focuses on the communication as the central goal of using language. The term communication has been broadly defined by proponents of communicative language teaching”. The main points of the communicative approach may be summed up as

Keeping the psycholinguistic and sociolinguistic characteristics in mind for my future classroom as well as some classrooms I have been in working with and observing students. This paper will talk about the best way I feel is to reach the linguistic needs of my students.

Cazden goes on to discuss three general features and functions of language which "make communication so central" in schools (2-3). To begin with, language transmits curriculum; despite the wealth of technological advancements available for presenting information in the classroom, spoken language remains the primary medium for providing instruction and demonstrating what has been learned. Language is used to initiate, monitor, adjust, and evaluate cognitive processes.

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

In teaching speaking teachers should know a).the concept of speaking, the element of the sound for instance phonemes because some of the students and including teachers still find difficulties in pronouncing them and b).models of learning and teaching and focused on CLT . Common to all version of Communicative Language Teaching is a theory of language teaching that stars from a communicative model of language and language use, and that seeks to translate this into design for an instructional system, for material, for teacher and learner roles and behaviors, and for classroom activities and technique. The range of exercise types and