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COMMUNICATIVE

LANGUAGE TEACHING
Group 1

Communicative Language Teaching

PRINCIPLES & TECHNIQUES


(From

Techniques and Principles in Language Teaching, Larsen-Freeman, 2000)

Communicative Language Teaching in 21st century

Problems with traditional Communicative


Language Teaching
The communicative reform only focused on the linguistic course
content by drawing on:
Austin and Searles speech act theory
Hymes model of communicative competence and its
application to L2 proficiency by Canale and Swain
(1980; Canale 1983)
Hallidays systemic functional grammar

Problems with traditional Communicative


Language Teaching
The only learning-specific principle is the broad tenet of
learning through doing:
Communicative competence develops automatically
through their active participation in seeking situational
meaning.
Thus, CLT did not properly address the psychology of
learning

Problems with traditional Communicative


Language Teaching
Vagueness of seeking situational meaning diverse
varieties of CLT around the world
Well-known example: contradictory stances with respect to the
teaching of grammar
In sum: There is no single text or authority on it [CLT], nor
any single model that is universally accepted as authoritative
(Richards & Rodgers, 2001, p. 155)

The ongoing transformation of CLT


Explicit versus Implicit learning

FonF vs FFI

Formulaic Language
Fluency & Automatization

Seven principles of the new principled


Communicative Approach
1.
2.
3.
4.
5.
6.
7.

The personal significance principle


The controlled practice principle
The declarative input principle
The focus on form principle
The formulaic language principle
The language exposure principle
The focused interaction principle

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