Communicative language teaching essay

How do I create effective language objectives? Cindy Lundgren discusses the process of writing language objectives in this excerpt from her Meet the Expert interview.

Communicative language teaching essay

Essays Steve Johnson Critique Essay: The method that is selected for this paper is the communicative language teaching. The communicative language teaching incorporates the fluency rather than accuracy as was done historically. CLT is changing the face of foreign language learning and teaching, and it provides directives for teaching and practicing the language in the classroom Littlewood, CLT has recently become a popular and authentic method of learning, and this has become the norm of the field.

There is a long history of language-learning teaching, and different approaches have been used for this purpose Brown, In the era of andthe major aim of the learning was to develop the behavioristically programmed curriculums based on the scientific aspects of learning using the linguistic structures and impinging them on the mind of the learners.

In the s, Chomsky introduced generative grammar and the purpose of which was hot to inject the cognitive code of language into the process of absorption. This approach was to root the language learning at the cognitive level rather than surface level; therefore, it allowed the learners to think in the particular language.

This is the reason that the change of thought can be observed among the bilingual persons when they use different languages for writing and speaking. In the s, there emerged experimental methods, and the early s saw the beginning of CLT. Between andthis approach was furthered developed, Communicative language teaching essay this was made to fit into the classroom environment by the development of curriculum, incorporating authenticity, real-world simulation, and maneuverability with the meaningful tasks.

Presently, the evolution of learning methods is still in progress and beyond the linguistic factors, we are probing into the sociolinguistic and pragmatic features of the language as well.

This allows the implementation of various pedagogical means into the real-life communication that is set in the classroom.

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This ensures that students learn the language in the unrehearsed environments, and they are able to use it in the actual unrehearsed environments i. The lives are not rehearsed, according to Shakespeare, life is a stage show; however, I will personally reflect upon this is that this is an unrehearsed stage show.

Therefore, the demand for unrehearsed applicability and functionality with spontaneity is very high, and this is the reason that CLT is widely being adopted. Analyze positive and negative characteristics of the method.

This requires additional research outside of the class readings. Following are the main features of the CLT technique: The classroom goals are spread through all the components including discourse, functional, grammatical, strategic and sociolinguistic components of communication.

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All these goals are intertwined to serve the organizational aspects. CLT uses the specifically designed language techniques to engage the learning in more pragmatic, functional and authentic use of language for meaningful purposes. The forms of language are not the main focus, but these are the means that enable to learners to achieve the language purposes Accuracy and fluency are deemed as concomitant aspects of the communicative technique; fluency is sometimes more important that the accuracy keeps the learner engaged in learning the use of language The students are exposed to unrehearsed scenarios outside their classroom environment where they have to use their communication skills; the classroom tasks are therefore intended to equip the students with these skills.

Students are provided the learning facilities so that they can learn in their own way according to their natural learning style and also through the mechanism developed for autonomous learning The teacher plays the role of the facilitator and anchorperson; the teacher does not play the role of the bestower of knowledge.

These characteristics reflect major deviations from the earlier approaches. The most of the emphasis of the traditional methods in the curricula were on the structure; however, the main focus of the CLT is pragmatic learning and engagement to deliver meaningful results.

CLT does not ignore the value of grammar; however, it asserts that the grammatical structure can be better understood in functional scenarios rather than theoretical or static scenarios. Although the aim of the CLT is to achieve the fluency and functionality, however, it does not give the meaning that it should be obtained at the cost of unambiguous, clear and direct communication.

It urges for much more spontaneity that is required for functional linguistic activity, and most of the scenarios used in this approach are unrehearsed. Further, the role of the teacher is that of a facilitator to students rather than bestower of knowledge; the purpose of the teacher is to act as a catalyst in the class to increase the learning environment while allowing the students for active learning rather than passive learning.

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CLT, on the other hand, could be difficult for the non-native persons and those who are not very proficient in the language. The reason behind is that the drills, dialogues, and discussions of grammar rules are very simpler for native teachers as compared to nonnative speakers.

CLT does not restrict the use of technology, and it encourages the use of technology such as television, audiovisuals, computer software, etc.With over 60 majors and programs, Eastern offers courses of study for almost everyone. Faculty engage students in learning through innovative uses of technology and hands-on experiences in the classroom.

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Teaching Children withAutism to Mind-Read: A . Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers. Second-language acquisition (SLA), second-language learning, or L2 (language 2) acquisition, is the process by which people learn a second leslutinsduphoenix.com-language acquisition is also the scientific discipline devoted to studying that process.

The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other.

Published: Mon, 5 Dec Vocabulary represents one of most important skills necessary for teaching and learning a foreign language. It is the basis for the development of all the other skills: reading comprehension, listening comprehension, speaking, writing, spelling and pronunciation.

Compare and contrast the Communicative Approach with the Audio-lingual Method from the point of view of teacher, the learner, the activities and types of materials used, and any underlying theory of language or learning. although it could be safely stated that the method is regularly used in modern day language teaching.

Communicative language teaching essay

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