Exam (elaborations)
SLT. Chapter 5_ Communicative Language Teaching (CLT)
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- Skills USA
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- Skills USA
SLT. Chapter 5_ Communicative Language Teaching (CLT)
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SLT. Chapter 5: CommunicativeLanguage Teaching (CLT)
What are the external influences of the development of CLT?
1. Improvement in the world economy and the need for the use of English for business
purposes
2. Increasing importance of English for a variety of communicative purposes
What are the internal influences of the development of CLT?
1. Inadequacy of previous approaches in creating the ability to communicate
2. New views and findings about the nature of language and learning
What are the CLT principles?
1. Learners learn a language through using it to communicate.
2. Authentic and meaningful communication is the goal of classroom activities.
3. Fluency is an important dimension of communication.
4. Communication involves the integration of different language skills.
5. Learning is a process of creative construction and involves trial and error.
CLT is the result of
a questioning of the assumptions and practices associated with SLT.
What's the theory of language in CLT?
The functional theory of language.
One that focuses on language as a means of communication.
In CLT the goal of language teaching is to develop:
communicative competence
, What's communicative competence?
what a speaker needs to know in order to be communicatively competent in a speech
community.
the speaker acquires both knowledge and ability for language use
What is another name the communicative approach is also identified by?
functional approach
The CLT emphasizes communication even at the expense of harm to
accuracy/form
The CLT comes in a variety of designs and models. Name them
1. ESP
2. CBI
3. CLIL
Which version of the CLT allows for activities intended to improve accuracy in addition to
fluency?
The weak version
The role of the teacher is to be a(n)
1. monitor
2. counselor
3. facilitator
4. needs analysis
5. group process manager
NOT an authoritative figure
Describe the 2 main roles of the teacher
1. Plan group and individual instruction that responds to the learners' needs. (needs analyst)
2. Organize the classroom as a setting for communication and communicative activities
(group process manager)
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