Transcript Tenets of CLT

Learning English
Communicative
Language Teaching
Okanjo
Tostuto
Kohii
Y500
Y400
--------Y 900
Tenets of CLT
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Focus on using language rather than on knowing about
language
Language is presented in a context
Input is modified
Focus on meaning of language rather than on form
Mistakes are welcomed and not always corrected
Authentic materials are introduced
Interactive
Pair and group work
Four skills and four systems.
A brief history of ELT pedagogies
Grammar translation method
 focus on grammar and vocabulary
 focus on written texts chosen because they present particular
grammatical patterns
 focus on accuracy
 teachers use learners’ L1 to deliver the lesson
 Learners do exercises rather than tasks and activities
 Learners will often be preparing for a test rather than to use the
language to communicate.
(Still prevalent in many classrooms throughout the world.)
Audio-lingual method
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Derived from Skinner’s theories of language
learning
Behaviourist
Developed by US army (Korean war)
Instruction in L2
Drilling, accuracy, correct pronunciation,
question/response, oral before written, ‘overlearning’.
Content-based teaching
Subjects are taught through the target language (e.g.
history)
 Focus on meaning and communication rather than
on accuracy
 Many hours of exposure
 Content provides meaningful and comprehensible
input.
(Much ‘bilingual’ teaching follows this approach.)
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‘Fringe methods’
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The Silent Way
Suggestopedia (Small classes)
Community Language Learning (Must know
L1 and L2)
Total Physical Response (Young Learners)
Current pedagogies
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Task-based learning
Lexical approach
EAP/ESP
Immersion
‘Post Method’ era
What does this mean?
What does it imply in terms of choosing
teaching approaches?
What does Brown suggest is more useful than
‘methods’?
Dictation