communicative language teaching clt n.
Skip this Video
Loading SlideShow in 5 Seconds..
Communicative Language Teaching (CLT) PowerPoint Presentation
Download Presentation
Communicative Language Teaching (CLT)

Loading in 2 Seconds...

play fullscreen
1 / 16

Communicative Language Teaching (CLT) - PowerPoint PPT Presentation

  • Uploaded on

Communicative Language Teaching (CLT). Background. Also called ‘The Notional-Functional Approach’( 觀念 / 意念功能教學法) In 1960s, Situational Language Teaching( 情境式語言教學) was popular. Learners are able to socialise/ communicate ( 溝通 / 交際) with social notions in social situations.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

Communicative Language Teaching (CLT)

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
  • Also called ‘The Notional-Functional Approach’(觀念/意念功能教學法)
  • In 1960s, Situational Language Teaching(情境式語言教學)was popular.
  • Learners are able to socialise/ communicate (溝通/交際)with social notions in social situations.
  • Emphasis shifts from language structures to communicative functions.
background cont
Background (cont.)
  • Most of the methods are for Ss to learn to communicate in target language.
  • In 1960’s, it has been questioned that Ss couldn’t genuinely communicate outside of the classroom properly.
  • Being able to communicate required more than mastering linguistic structures.
background cont1
Background (cont.)
  • Communication required Ss perform certain functions within a social context. Linguistic competence – rules of linguistic usage.
  • Communicative competence – knowing when and how to say what to whom.
  • In late 1970’s and early 1980’s, linguistic structure-centered approach shifted to Communicative Approach.
A communicative (or funtional/notional) approach is organised on the basis of communicative functions (e.g.aplogising, describing, inviting, promising) that a given learner of group of learners needs to know and emphasises the ways in which particular grammatical forms may be used to express these functions appropriately (Canale & Swain, 1980:1)

1965, Noam Chomsky- linguistic competence.

Learners are able to communicate with grammatically correct sentences.


1972, Dell Hymes- communicative competence.

When communicative competence is acquired, learners should acquire the knowledge and competence in different situations.

theory cont
Theory (cont.)
  • Communicative competence:
  • Dell Hymes (1972)
  • 1.possiblility 可能性
  • 2.feasibility 可行性
  • 3.appropriateness 適當性
  • 4.probability 現實性
theory cont1
Theory (cont.)
  • Communicative Competence:
  • Canale & Swain (1980)
  • 1. linguistic competence 語法能力
  • 2. sociolinguistic competence社會語言能力
  • 3. discourse competence話語能力
  • 4.strategic ceompetence策略能力
theory cont2
Theory (cont.)
  • Three principles by Richards & Rodgers (1986):
  • The communication principle: activity design with communicative purpose.
  • The task principle: activity design with using language to achieve meaningful task.
  • The meaningfulness principle: activity design should be meaningful to the learners.
theory cont3
Theory (cont.)
  • Richards (1985)
  • Communication is meaning-based.
  • Communication is conventional.
  • Communication is appropriate.
  • Communication is interactional.
  • Communication is structured.
  • Communicative competence.
  • Interdependence of language and communication.
  • Broadly apply the theoretical perspective of the Communicative Approach.
  • Done with a communicative intent.
  • Use authentic materials.
teacher students role
Teacher/ students’ role
  • Teacher- facilitator, advisor.

less dominant than teacher-


  • Students- communicators.

actively engaged in negotiating

meaning (try to make themselves

understood and understand others)

three features of communication
Three features of communication

information gap- one person in an exchange knows something the other person doesn’t.

choice – speaker has a choice of what he/she will say and how to say it.

feedback- communication is purposeful. Evaluate if purpose has been achieved by feedback.

three conditions for communication
Three conditions for communication
  • Have something to say.
  • Have someone to say to.
  • Have a genuine interest in the outcome of the communication (involved, engaged).
ways to stop ss communicating
Ways to stop Ss communicating
  • Ask Qs to which you already know the answer.
  • Reject Ans. If they’re not the ones you’d thought of.
  • Reject Ans. If they’re not the ones the textbook demands.
  • Respond to the form rather than the content.
  • Initiate every piece of communication yourself.
  • Pretend to understand when you haven’t.
  • Fill the silences.