The main goal of this paper is to clarify and ask how important is the role of teachers in Communicative Language Teaching (CLT)? To answer this question, CLT is first defined. After that, the development of CLT will be looked at, followed by the most important core assumptions. Then it becomes more school specific and the influence of CLT on the EFL classroom will be analysed, where two other teaching methods that have their origin in CLT will be introduced.
Foreign languages are an important topic in schools, while especially the English language is foregrounded. Learning the English language here in Germany is obligatory with the beginning of school life, even though this might change in the near future. As we all know, the best way to learn a language is to speak it, over and over again. Because without communication and speaking the language, you will never speak a language fluently, no matter how well you master the individual grammatical rules. Of course, also the content of the language someone is learning is important. Consequently, the content needs to be adapted to the respective students and classes in order to prepare these people for mastering real-life situations. Following this, there are several interesting methods of teaching second or foreign languages. One of the most popular methods is called “Communicative Language Teaching”. This method is mainly used when teachers try to teach second languages to students in a communicative way.
Table of Contents
- Introduction
- Communicative Language Teaching – Definition
- The change of Communicative Language Teaching over the years
- Core assumptions of Communicative Language Teaching
- The impact of Communicative Language Teaching in EFL classroom
- Different methodologies of Communicative Language Teaching
- Role of the teacher in Communicative Language Teaching
- Role of the learner in Communicative Language Teaching
- Conclusion
Objectives and Key Themes
This paper aims to clarify the importance of the teacher's role in Communicative Language Teaching (CLT). It begins by defining CLT and tracing its development, highlighting key assumptions. The paper then analyzes CLT's impact on the EFL classroom and explores different methodologies stemming from CLT.
- Definition and historical development of Communicative Language Teaching (CLT)
- Core assumptions of CLT and their implications for teaching and learning
- The impact of CLT on the EFL classroom
- Different methodologies within CLT
- The role of the teacher in facilitating communicative competence
Chapter Summaries
Introduction: This introductory chapter establishes the growing importance of foreign language acquisition in a globalized world, particularly focusing on the English language. It highlights the inadequacy of grammar-focused learning without communicative practice and introduces Communicative Language Teaching (CLT) as a prominent method addressing this need. The chapter clearly states its objective: to analyze the teacher's crucial role within the CLT framework.
Communicative Language Teaching – Definition: This section provides a concise definition of CLT, emphasizing its communicative focus and contrasting it with traditional grammar-centered approaches. It acknowledges the evolution of CLT definitions over time, citing the seminal work of Savignon & Berns (1984), who highlight its central place in language teaching discourse since the late 1960s. The chapter stresses the importance of interactive communication and fluency development as core goals of CLT.
The change of Communicative Language Teaching over the years: This chapter traces the evolution of CLT, starting with Noam Chomsky's concept of "linguistic competence," which distinguished between "competence" (knowledge of language rules) and "performance" (actual language use). The chapter draws parallels between Chomsky's model and Saussure's langue/parole distinction, emphasizing that while competence is crucial, performance—the actual use of the language—is equally important in CLT. It then introduces Dell Hymes's concept of "communicative competence," expanding on Chomsky's model by including social and contextual factors essential for successful communication.
Core assumptions of Communicative Language Teaching: This section details the fundamental principles underpinning CLT. It focuses on three key assumptions: Firstly, language learning is a gradual, creative process involving trial and error, requiring teachers to encourage risk-taking and normalize mistakes. Secondly, meaningful communication and interaction significantly enhance language acquisition. The chapter stresses the importance of engaging learners in relevant and stimulating discussions.
Keywords
Communicative Language Teaching (CLT), EFL, communicative competence, linguistic competence, language acquisition, teacher's role, fluency, interaction, methodology, second language learning.
FAQ: A Comprehensive Language Preview of Communicative Language Teaching
What is the purpose of this document?
This document provides a comprehensive overview of Communicative Language Teaching (CLT), including its definition, historical development, core assumptions, methodologies, and the role of both teachers and learners. It aims to clarify the importance of the teacher's role within the CLT framework.
What topics are covered in the Table of Contents?
The Table of Contents includes: Introduction, Definition of Communicative Language Teaching, The Evolution of Communicative Language Teaching, Core Assumptions of Communicative Language Teaching, The Impact of CLT in the EFL Classroom, Methodologies of Communicative Language Teaching, The Teacher's Role in CLT, The Learner's Role in CLT, and Conclusion.
What are the key objectives and themes explored?
The main objective is to analyze the teacher's role in CLT. Key themes include the definition and historical development of CLT, its core assumptions and implications, its impact on EFL classrooms, various methodologies within CLT, and the teacher's role in facilitating communicative competence.
What are the core assumptions of Communicative Language Teaching?
Three key assumptions are highlighted: 1) Language learning is a gradual, creative process involving trial and error; 2) Meaningful communication and interaction significantly enhance language acquisition; and 3) Engaging learners in relevant and stimulating discussions is crucial.
How does this document define Communicative Language Teaching (CLT)?
CLT is defined as a communicative approach to language teaching that contrasts with traditional grammar-centered methods. It emphasizes interactive communication and fluency development, acknowledging its evolution and citing influential figures like Savignon & Berns (1984).
What is the historical development of Communicative Language Teaching?
The chapter traces CLT's evolution, referencing Noam Chomsky's concepts of "linguistic competence" and "performance," and Dell Hymes's expansion of this model into "communicative competence," encompassing social and contextual factors crucial for successful communication.
What is the role of the teacher in Communicative Language Teaching?
While not explicitly detailed in a single section, the document repeatedly emphasizes the teacher's crucial role in facilitating communicative competence by creating opportunities for meaningful interaction, encouraging risk-taking, normalizing mistakes, and providing stimulating learning environments.
What is the impact of Communicative Language Teaching in the EFL classroom?
The document highlights that CLT addresses the inadequacy of grammar-focused learning without communicative practice, promoting fluency and successful communication in the EFL context. The specific impact is explored throughout the various chapters.
What are some key methodologies within Communicative Language Teaching?
Although specific methodologies aren't extensively listed, the document implies that diverse approaches falling under the CLT umbrella are explored, emphasizing the importance of interactive communication and authentic language use.
What are the key words associated with this document?
Key words include: Communicative Language Teaching (CLT), EFL, communicative competence, linguistic competence, language acquisition, teacher's role, fluency, interaction, methodology, second language learning.
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- Moritz Otten (Autor), 2021, Communicative Language Teaching (CLT), Múnich, GRIN Verlag, https://www.grin.com/document/1130628
