"Communicative language teaching(CLT), or the communicative approach, is an approach to language teachingthat emphasizes interaction as both the means and the ultimate goal of study."
Phases of language teaching:
🔸Phase 1: traditional approaches (up to the late 1960s).
🔸Phase 2: classic communicative language teaching (1970s to 1990s).
🔸Phase 3: current communicative language teaching (late 1990s to the present).
🔸Phase 1: traditional approaches (up to the late 1960s).
🔸Phase 2: classic communicative language teaching (1970s to 1990s).
🔸Phase 3: current communicative language teaching (late 1990s to the present).
three different kinds of practice:
🔹Mechanical practice: students can successfully carry out without necessarily understanding the language they are using.
e.g. repetition drills and substitution drills activities.
🔹Meaningful practice: language control is still provided but where students are required to make meaningful choices when carrying out practice.
e.g. the use of prepositions to describe locations of places using a street map.
🔹Communicative practice: using language within a real communicative context is the focus, where real information is exchanged, and where the language used is not totally predictable.
e.g. students might have to draw a map of their neighborhood and answer questions about the location of different places, such as the nearest bus stop, the nearest
café, etc.
👉🏼 Exercise sequences in many CLT course books take students from mechanical, to meaningful, to communicative practice.
🔹Mechanical practice: students can successfully carry out without necessarily understanding the language they are using.
e.g. repetition drills and substitution drills activities.
🔹Meaningful practice: language control is still provided but where students are required to make meaningful choices when carrying out practice.
e.g. the use of prepositions to describe locations of places using a street map.
🔹Communicative practice: using language within a real communicative context is the focus, where real information is exchanged, and where the language used is not totally predictable.
e.g. students might have to draw a map of their neighborhood and answer questions about the location of different places, such as the nearest bus stop, the nearest
café, etc.
👉🏼 Exercise sequences in many CLT course books take students from mechanical, to meaningful, to communicative practice.
zone of proximal development (ZPD):
🔹introduced by Lev Vygotsky, a Russian psychologist.
🔹ZPD, is the difference between what a learner can do without help and what he or she can do with help.
🔹introduced by Lev Vygotsky, a Russian psychologist.
🔹ZPD, is the difference between what a learner can do without help and what he or she can do with help.
Scaffolding:
🔹introduced by Jerome Bruner, researcher in cognitive and educational psychology.
🔹scaffolding is the assistance given by the teacher or more knowledgeable peer in providing comprehensible input and moving the learner into the zone of proximal development.
🔹Typical examples are the activation of background knowledge at the beginning of the lesson or a brief review of key vocabulary at the end of it.
🔹introduced by Jerome Bruner, researcher in cognitive and educational psychology.
🔹scaffolding is the assistance given by the teacher or more knowledgeable peer in providing comprehensible input and moving the learner into the zone of proximal development.
🔹Typical examples are the activation of background knowledge at the beginning of the lesson or a brief review of key vocabulary at the end of it.
Benefits of Instructional Scaffolding:
🔹Challenges students through deep learning and discovery.
🔹Engages students in meaningful and dynamic discussions.
🔹Motivates learners to learning how to learn.
🔹Increases the likelihood for students to meet instructional objectives.
🔹Provides individualized instruction.
🔹Affords the opportunity for peer-teaching and learning.
🔹Scaffolds can be "recycled" for other learning situations.
🔹Provides a welcoming and caring learning environment.
🔹Challenges students through deep learning and discovery.
🔹Engages students in meaningful and dynamic discussions.
🔹Motivates learners to learning how to learn.
🔹Increases the likelihood for students to meet instructional objectives.
🔹Provides individualized instruction.
🔹Affords the opportunity for peer-teaching and learning.
🔹Scaffolds can be "recycled" for other learning situations.
🔹Provides a welcoming and caring learning environment.
From your experience, why do English learners Commit mistakes?
Share your point of view on twitter @selteachers
Share your point of view on twitter @selteachers
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