4. ELT Methodology: Principles of Communicative Language Teaching (Activity Book for Year 2 Students)

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FACULTY OF FOREIGN LANGUAGES ENGLISH PHILOLOGY DEPARTMENT

ELT METHODOLOGY:

PRINCIPLES OF COMMUNICATIVE LANGUAGE TEACHING

(ACTIVITY BOOK FOR YEAR 2 STUDENTS)

Ivano-Frankivsk, 2020

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2 ББК.81.2 Англ – 923

ELT Methodology: Principles of Communicative Language Teaching (Activity Book for Year 2 Students) : [практикум з методики навчання англійської мови для студентів 2-го курсу спеціальності 014.02 Середня освіта (Мова і література (англійська))] / Розробник: І.М.

Романишин. Електронне видання (Об’єм: 2,21 МБ). Івано-Франківськ: НАІР, 2020. 60 с.

Рецензенти:

Гембарук А.С. – кандидат педагогічних наук, доцент, завідувач кафедри англійської мови та методики її навчання Уманського державного педагогічного університету імені Павла Тичини

Троценко О.Я. – кандидат педагогічних наук, доцент кафедри англійської філології ДВНЗ «Прикарпатський національний університет імені Василя Стефаника»

Навчальне видання (практикум) розроблене з метою організації та забезпечення процесу набуття студентами теоретичних знань та практичних умінь і навичок з курсу «Методика навчання англійської мови. Розділ «Принципи комунікативного навчання мови». Посібник містить інформацію про кількість годин, навчальні цілі курсу, змістові теми, завдання для аудиторної та самостійної роботи, завдання для підсумкового контролю та критерії їх оцінювання, рекомендації щодо використання методів саморефлексії “Learner Journal” і “Student Feedback Slip”, а також перелік рекомендованої літератури, самостійне опрацювання якої студентами уможливить успішну реалізацію програми курсу.

Навчальне видання затверджене на засіданні кафедри англійської філології (протокол від 13 жовтня 2020 р. №3).

Рекомендовано до друку вченою радою факультету іноземних мов

Прикарпатського національного університету імені Василя Стефаника (протокол від 22 жовтня 2020 року №2).

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Романишин І.М., 2020

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Course Essentials……….4

Introduction to Module 2 of the ELT Methodology Course…………...7

Session 1. Introduction to CLT and the History of Method ...8

Session 2. Approaches and Methods in ELT: Grammar-Translation, Direct and Audio-Lingual methods……… 12

Session 3. The Silent Way and Total Physical Response methods……..………...16

Session 4. Suggestopedia and the Community Method ………20

Session 5. The Natural Approach and the Intensive Method ………24

Session 6. The Main Principles and Features of CLT…………. ………...28

Session 7. Communicative Competence and Its Composition…………..36

Session 8. Characteristics of a Communicative Task……….42

Session 9 Implications of CLT for Classroom Practice…...47

Appendices Appendix A. Learner Journal………..49

Appendix B. Preliminary Reading………...50

Appendix C. The Profile of a Newly-Qualified English Teacher………52

Appendix D. Assessment Specifications for Module 2………54

Appendix E. Follow-up Reading………..56

Appendix F. Links to Videos………58

Appendix G. Student Feedback Slip……….,59

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Unit 2.1 Principles of Communicative Language Teaching Course Essentials

Total number of hours: 30 Class hours: 18

Self-study hours: 12 Objectives

By the end of the unit, students will be aware of:

 the most significant changes in ELT methodology and their causes

 the main approaches and methods in language teaching and techniques associated with them

 the views on language, language learning and the roles of teachers and learners that underpin CLT

 the key distinguishing features and principles of CLT in the classroom

 the characteristics which make a task communicative

 the ways to create conditions and facilities for CLT in an English language classroom

and will be able to:

 reflect on their own experience of learning a foreign language and analyse tasks and lesson plans in terms of CLT.

Content

 Methods and approaches in ELT

 The main principles and features of CLT: language as a means of communication, teaching language in a meaningful context (specifying notions, functions, functional exponents based on the learners’ needs analysis), priority meaning over form, focus on skills, task-based learning, focus on sociolinguistic and pragmatic competence as well as linguistic competence, the correlation between accuracy and fluency, the role of grammar, errors as learning steps, the roles of a teacher and a learner

 Characteristics of a communicative task (communicative purpose, information/opinion gap, communicative situation, learners’ choice of the language material, authenticity of materials, degree of the teacher’s control)

 Implications of the communicative approach for classroom practice: creating conditions for communication in the classroom.

Bibliography

*Item recommended for students

*Пассов, Е.И. (1991) Коммуникативный метод обучения иноязычному говорению. М.:

Просвещение. 2-е издание.

It is a methodology book dealing with principles and content of communicative language teaching in secondary school.

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It is a methodology book for "early stage" teachers that has a DVD with clips from actual classes and accompanying activities.

Howatt, A.P.R and H.G. Widdowson (2004) A History of English Language Teaching. Oxford: Oxford University Press. 2^nd edition.

The book covers the Renaissance to the present day, covering all the important phases of the history of English language teaching from a global perspective.

Larsen-Freeman, D. and M. Anderson (2011) Techniques and Principles in Language Teaching. Oxford: Oxford University Press

The authors succinctly capture the essence of each method's guiding principles and offer a perspective on the larger question of how languages are learned...this volume is a clearly written introduction to language teaching methods that includes many concrete examples and practical advice for teachers.

Littlewood, W. (1981) Communicative Language Teaching: An Introduction (Cambridge Language Teaching Library). Cambridge: Cambridge University Press

The author gives a single coherent account of the basic communicative ideas, emphasizing those aspects most important in the classroom so that teachers can integrate the new ideas into their own familiar methods. He stresses that a knowledge of grammar remains essential for effective communication.

Nunan, D. (1989) Designing Tasks for the Communicative Classroom (Cambridge Language Teaching Library). Cambridge: Cambridge University Press

The book provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language teachers who want to develop their own tasks, or adopt/adapt those of others.

Richards, J. C. and T.S. Rodgers (2001) Approaches and Methods in Language Teaching (Cambridge Language Teaching Library). Cambridge: Cambridge University Press

The book surveys the major approaches and methods in language teaching, such as grammar translation, audiolingualism, communicative language teaching, and the natural approach. The text examines each approach and method in terms of its theory of language and language learning, goals, syllabus, teaching activities, teacher and learner roles, materials etc.

*Ur, P. (2012) A course in English Language Teaching. Cambridge: Cambridge University Press. 2^nd edition.

The book provides a comprehensive introduction to English language teaching, and is suitable for teachers in a variety of educational settings, including compulsory education. The book combines theory and practice, with each unit containing tasks that encourage reflection and discussion.

Willis, D. and J. Willis (2007) Doing Task-Based Teaching. Oxford: Oxford University Press

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This book provides teachers with a better understanding of task-based learning and how it works, including how to incorporate tasks with textbook material.

Assessment (ref. to Appendix D)

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Unit 2.1 Principles of Communicative Language Teaching

Session Topic: Introduction to Module 2 of the ELT Methodology course Handout 1: Expectations

Express your expectations of Module 2 of the Methodology course and share them with a partner.

What do you expect most from your Methodology course this semester?

What challenges do you anticipate?

What will you learn and what skills will you develop by successfully completing the module?

How important do you consider

‘Preparing to teach 1’ Module for a language teacher?

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8 Module 2 Preparing to Teach 1

Unit 2.1 Principles of Communicative Language Teaching

Session Topic: Introduction to Module 2 of the ELT Methodology course Handout 2: Module 2 Outcomes

Match the course units (1-2) with their outcomes (A-E). Multiple matches are possible.

Share the answers with a partner.

Course Units:

1. Principles of Communicative Language Teaching 2. Classroom Managament

Outcomes:

A Analyse classroom events with attention to organisation, modes of interaction, classroom language, classroom resources

B Reflect on their learning on the module

C Identify features of different approaches and methods in classroom materials and procedures

D Use classroom language appropriate to age and learning needs

E Choose appropriate strategies and select activities for teaching English communicatively

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Unit 2.1 Principles of Communicative Language Teaching Session 1 Introduction to CLT and the History of Method Handout 1: Basic language teaching notions

Read the paragraphs below to ensure your understanding of the notions ‘mother tongue’,

‘ESL,’ ‘EFL’ and ‘applied linguistics’.

In learning languages, a distinction is usually made between mother tongues, second languages, and foreign languages. A mother tongue is the first language or languages one learns (or acquires) as a child. When immigrants come to a new country and learn the language of that country, they are learning a second language. On the other hand, when English-speaking students in the United States learn French or Spanish in school, or when Brazilians study English in Brazil, they are learning a foreign language. The acronyms ESL and EFL stand for the learning of English as a Second and as a Foreign Language.

Many theories about the learning and teaching of languages have been proposed. These theories, normally influenced by developments in the fields of linguistics and psychology, have inspired many approaches to the teaching of second and foreign languages. The study of these theories and how they influence language teaching methodology today is called applied linguistics.

Borrowed from www.academia.edu/15268919/Language_Teaching_Approaches_Review

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Unit 2.1 Principles of Communicative Language Teaching Session 1 Introduction to CLT and the History of Method

Handout 2: Insight into main language teaching approaches and methods Match the methods/approaches (1-11) to their descriptions (A-K).

1. Audio-Lingual Method 2. Audio-Visual Method

3. Communicative Language Teaching (СLT)

4. Community Language Learning (counselling learning) 5. Content and Language Integrated Learning (CLIL) 6. Direct Method

7. Grammar-Translation Method 8. Silent Way

9. Suggestopedia

10. Task-based learning (TBL) 11. Total Physical Response (TPR)

A. The method focuses on accuracy rather than fluency and on form rather than meaning.

The key activities are drilling, translating, memorising vocabulary and learning rules.

B. An approach to learning in which the learners use language to fulfil a specified task.

Their focus is on the task rather than on the language they are using.

C. A method based on transmitting meanings through visual images and then providing the language needed to communicate these meanings.

D. A foreign language teaching method according to which learners form a ‘community’

sitting round a tape-recorder while the teacher (counselor) remains outside the community and, when necessary, supplies target-language equivalents of utterances produced by learners in their mother tongue. The recordings are transcribed and presented to the learners for analysis.

E. A method focussed on drilling key language structures orally. It is derived from the behaviourist belief that repetition helps to form habits.

F. A teaching method based on the understanding of how the human brain works and how we can learn most effectively in a rich sensory learning environment.

G. An approach to foreign language teaching and learning which emphasises that the goal of language learning is communicative competence. The focus is on meaningful

communication, not structure, and on use, not usage. In this approach, learning involves interaction and group work in the classroom.

H. A way of teaching language that coordinates speech and action, i.e. learners respond physically to teacher instructions or stories told by the teacher. It is often used in teaching young learners.

I. Refers to both learning another subject, e.g. Science, through the medium of a foreign language and learning a foreign language by studying a content-based subject.

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activity to be engaged in by the students both independently and as a group.

K. A language teaching method that excludes the use of the mother tongue and relies on demonstration of meaning in context.

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Session 2: Approaches and Methods in ELT: Grammar-Translation, Direct and Audio-Lingual Methods

Module 2 Preparing to Teach 1

Unit 2.1: Principles of Communicative Language Teaching Session 2: Approaches and Methods in ELT

Handout 1: Learning experience

I. Read the statements below and tick () those characteristics that best describe the way you studied English (both at school and at University).

No Characteristics 

I. Language is a system of rules.

II. Teaching does not follow a single theory of language.

III. Learning is natural, like a child learning mother tongue.

IV. Learning theory is didactic: the teacher’s activity is to transfer knowledge to students.

V. Students get academic knowledge about the language, study literature and culture of the country.

VI. Students get a practical command of the language in a short period of time.

VII. Listening and speaking are the key skills; the aim is to arrive at working knowledge of the language.

VIII. The focus is on reading, writing and translating skills.

IX. Students often practise translation of unconnected sentences.

X. Teacher often offers mechanical activities without providing meaningful context.

XI. Teacher demonstrates the pattern and students repeat them.

XII. Teacher allows little, if any, use of the native language and prohibits long translations.

XIII. Whole class and individual modes of interaction dominate.

XIV. Students sometimes talk to each other when they act out dialogues learnt by heart.

XV. Teachers dominate in the classroom; they are the main source of information and the ultimate authority.

XVI. Students make mistakes through carelessness and lack of knowledge, so the teacher must immediately correct them all.

XVII. Teacher corrects, though students sometimes have a chance to self- correct.

XVIII.Teacher uses mother tongue frequently for instructions, explanations, corrections and translations.

II. Work in small groups to identify the most common characteristics.

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13 Session 2: Approaches and Methods in ELT

Handout 2: Grammar-Translation and Direct methods

Complete the table by entering numbers of characteristics from Handout 1 under each method.

Aspect Grammar-

Translation Method

Direct Method

Theory of language Theory of learning Objectives

Skills focus

Typical modes of interaction Typical activity types

Attitude to errors

Attitude to the use of mother tongue Role of the teacher

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Handout 3: Audio-Lingual Method. Video demo lesson Watch the video and tick () the features that you observed.

Features 

Drills are used to teach structural patterns Pair and group work is often used

Set phrases are memorised with a focus on intonation Grammatical explanations are kept to a minimum

Translation is used as a means of presenting new words Vocabulary is taught in context

Audio-visual aids are used Focus is on pronunciation

Correct responses are positively reinforced immediately Chorus work is neglected

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Handout 4: Audio-Lingual Method. Demo lesson observation

Observe the lesson. Complete the table by adding characteristics of the Audio-Lingual Method.

Aspect Audio-Lingual Method

Theory of language structuralism

Theory of learning behaviourism, ‘stimulus-response’, learning through repetition and reinforcement

Objectives to master the whole language, to present

students with an accurate model of the language

Skills focus

Typical modes of interaction

Typical activity types

Attitude to errors

Attitude to the use of mother tongue

Role of the teacher

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Session 3 The Silent Way and Total Physical Response Methods

Handout 1: Stages of the Audio-Lingual lesson Order the stages of the lesson

A The teacher divides the class in half so that each half on their own gets to try to say either Bill’s or Sally’s lines.

B She then initiates a chain drill with four of the lines from the dialogue. A chain drill gives students an opportunity to say the lines individually

C The class and the teacher switch roles in order to practice a little more

D She has the whole class repeat each of the lines of the dialogue after her model.

E The teacher is presenting a new dialogue (between Bill and Sally)

F The teacher selects two students to perform the entire dialogue for the rest of the class.

G The teacher gives them a chance to adopt the role of Bill while she says Sally’s lines

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Handout 2: The Silent Way method. Demo lesson observation

Observe the lesson. Complete the table by adding characteristics of the Silent Way Method.

Aspect Silent Way Method

Theory of language Cognitivism

Theory of learning Teaching subordinated to learning

Objectives To facilitate language learning through discovery, problem-solving and learner autonomy

Skills focus

Attitude to errors

Role of the teacher

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Handout 3: Characteristics of the Silent Way method

Read about main characteristics of the Silent Way Method and underline key words.

• The teacher remains silent while pupils output the language on cue through perpetual prompting.

• A color-coded phonics (sound) chart called a fidel, with both vowel and consonant clusters on it, is projected onto a screen to be used simultaneously with a pointer

• Brightly colored Cuisenaire rods, which are also used in Mathematics, are integrated into this method for pupils to learn spatial relationships, prepositions, colors, number concepts.

• Students are encouraged to self-correct their pronunciation errors through manual gesticulation on the part of the teacher.

• This method works most effectively with round tables being used to promote small group discussion.

Handout 4: Total Physical Response method. Video demo lesson Watch the video and tick () the features that you observed.

Features 

The teacher gives a short sequence of instructions in the target language The teacher performs the instructions with the students

When the students make an error, the teacher repeats the instructions while acting it out

The teacher focuses on pronunciation

Learners respond to the teacher’s instructions without speaking

Learners actively understand the key language points without memorizing them The teacher introduces new instructions after the students have mastered those given before

Learners learn vocabulary in context

The teacher changes the order of the instructions The teacher writes the new instructions on the board

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Handout 5: The Total Physical Response Method. Demo lesson observation Observe the lesson. Complete the table by adding characteristics of the TPR method.

Aspect Total Physical Response Method

Theory of learning Language acquisition, behaviourism, ‘stimulus- response’, learning through reinforcement

Objectives To master some apects of the language, to

enhance language acquisition through low anxiety

Skills focus

Attitude to errors

Role of the teacher

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Session 4 Suggestopedia and the Community Method

Handout 1: The Suggestopedia Method Characteristics

Read about main characteristics of the Suggetopedia Method and underline the key words.

Lozanov (1979) developed a teaching method based on the idea that the learner, given the appropriate conditions, is capable of prodigious feats. He based his ideas on Yoga, Soviet psychology and the use of music. From Yoga he took some techniques of relaxation, concentration and deep breathing. From Soviet psychology he borrowed the idea that learners can acquire anything, provided they do it in a deep state of concentration bordering hypnosis, and using the non-conscious and non- rational powers of their mind. Music is used to facilitate this relaxation.

The classroom, following Suggestopedia, starts with the relaxation of the students through the appropriate music, breathing techniques, classroom furniture and voice of the teacher. Then, the students listen to texts and perform different roles. Translation is also used to foster comprehension. Interaction is also employed so that the learners are able to use what they have subconsciously acquired.

Handout 2: The Community Method Characteristics

Read about the Community Method and underline the key features.

The question of how adults learn a second language, rather than an identification between children’s L1 and adults’ L2 learning, is at the core of this method. Adults show more inhibitions, they tend to analyse what they learn in a conscious way, and have a fear of making mistakes. Curran (1972) noticed that tendency to anxiety in adult language learners and focused on building a warm and supportive ‘community’ among learners, gradually moving from dependence on the teacher to complete autonomy. Psychologically speaking, this method arises from Rogers’ notions of learners in the role of clients and teachers as non-directive counsellors. The role of affect and feeling, the notions of learner as client and teacher as counsellor, together with a view of language as a process led to a set of procedures in which traditional and innovative techniques are combined: -Translation by the teacher of what L2 learners say is used. Then students repeat the sentences, which are recorded, revised and commented on subsequently. -Group work has an important function.

Learners must then analyse their production and self-correct, if possible.- There is no pre- defined syllabus in the classical sense. Students decide what and when to learn according to their needs. The teacher must sometimes discover those needs.- The classroom is organized following a u-shape, so that participants can really communicate among themselves. The teacher is always behind the group to help solve linguistic problems, doubts and hesitations, and to eliminate negative feelings of anxiety or failure.

Borrowed from: Current approaches and teaching methods. Bilingual programmes by Gabriel Tejada Molina, María Luisa Pérez Cañado, and Gloria Luque Agulló. Available

at:http://www4.ujaen.es/~gluque/Chapter4HANDBOOKDEFINITIVO.pdf

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Handout 3: The Suggestopedia Method. Demo lesson observation 1

Observe the lesson. Take notice of what the teacher and learners do during each stage of the lesson.

Stages What the teacher does What the learners do Presentation

First Concert

Second Concert

Practice

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Handout 4: The Suggestopedia Method. Demo lesson observation 2

Observe the lesson. Complete the table by adding characteristics of the Suggestopedia Method.

Aspect Suggestopedia Method

Theory of language Text linguistics, language acquisition

Theory of learning Subconscious learning, learning through activation of the linguistic material

Objectives To create a relaxed, comfortable environment that makes students suggestive to learning; to deliver advanced conversational proficiency quickly;

memorisation of vocabulary and acquisition of habits of speech related to acts of

communication; to increase access to

understanding and creative solution of problems Skills focus

Attitude to errors

Role of the teacher

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Handout 5: The Community Method. Demo lesson observation

Observe the lesson. Complete the table by adding characteristics of the Community Method.

Aspect Community Method

Theory of learning Counselling-learning of L2 in adults

Objectives To learn the target language through conscious analysis of its aspects in a comfortable,

supportive ‘community’ environment Skills focus

Attitude to errors

Role of the teacher

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Session 5 The Natural Approach and the Intensive Method

Handout 1: The Natural Approach characteristics

Read about the Natural Approach and underline the key features.

The Natural Approach (Terell, Tracy and Stephen Krashen, 1983) put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The following hypotheses were put into the foundation of the Natural Approach: the acquisition/learning hypothesis (only natural-like acquisition can result in mastering the language while “learning”

helps getting the knowledge about the language), the monitor hypothesis (explicit knowledge has only one function, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predictable order), the input hypothesis (the relationship between the input and language acquisition shows that learners need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do better in language acquisition).*

In the Natural Approach, the teacher speaks only the target language and class time is committed to providing input for acquisition. Students may use either the language being taught or their first language. Errors in speech are not corrected; however, homework may include grammar exercises that will be corrected. Goals for the class emphasize the students being able use the language "to talk about ideas, perform tasks, and solve problems." This approach aims to fulfill the requirements for learning and acquisition, and does a great job in doing it. Its main weakness is that all classroom teaching is to some degree limited in its ability to be interesting and relevant to all students.**

Borrowed from: *The way towards communicative teaching: The digest of teaching methods based on Richards, J., and Th. Rogers.1995. Approaches and Methods in language Teaching. CUP.

** A Summary of Stephen Krashen's Principles and Practice in Second Language Acquisition by Reid Wilson, first appeared: Language Learning #9 and 10.

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25 Session 5: Approaches and Methods in ELT Handout 2: The Intensive Method characteristics

Read about the Intensive Method and underline the key features.

According to Kitaygorodskaya (1991), one of the conditions for successful learning is the transformation of a group into a team. She allocates the following key principles and models of intensive teaching:

(1) Student-Centred Communication – Kitaygorodskaya (1991) points out that in order to reach the goal the group should consist of twelve people and students should be placed in a semicircle. In addition, learning materials should include words and phrases allowing students to express their personalities.

(2) Role-Playing in Teaching Materials and Procedure – The principle organization of the educational materials and learning process is explained as a role-play where a teacher organizes continuous communication through communicative exercises. The intensive course has a plot, and students play assigned roles.

(3) Collective Communication through Team Work –Teamwork can take the form of individual group work (one learner plays the role of the teacher in the group), pair work, rotating pairs, groups of three, and larger groups.

(4) Concentrated Teaching Materials and Procedure – Kitaygorodskaya offers such a scheme to present materials: Synthesis 1-Analysis-Synthesis 2.

During the first stage (Synthesis 1), students are introduced to a large volume of information.

During the second stage (Analysis), students get less information (about 150 words and phrases in each new text-polylogue). The third stage (Synthesis 2) involves a larger volume of lexical information without new grammar material. All exercises are communicative and are connected with the same context or scenario.

(5) Poly- or Multi-Functionality of the Exercises – The polyfunctionality principle of learning activities (exercises) also implies a communicative role of tasks. Reaching a communicative goal every task has only one function for students (communicative). At the same time, the same task has several functions for a teacher as it cultivates different skills that are in different developmental stages.

Adapted from: Soviet, Russian, and American Developments in Intensive Instruction: A Movement Towards Practical Application by Ekaterina Valeryevna Zakharova, Diplom. 2014. Available at:

https://repositories.lib.utexas.edu/bitstream/handle/2152/26494/ZAKHAROVA- MASTERSREPORT-2014.pdf?sequence=1

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Handout 3: The Natural Approach. Demo lesson observation

Observe the lesson. Complete the table by adding characteristics of the Natural Approach.

Aspect Natural Approach

Theory of language Language acquisition

Theory of learning Naturalistic language learning in young children

Objectives To use the language in communicative situations

“to talk about ideas, perform tasks, and solve problems.”

Skills focus

Attitude to errors

Role of the teacher

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Handout 4: Characteristics of the Intensive Method

Observe the lesson. Complete the table by adding characteristics of the Intensive Method.

Aspect Intensive Method

Theory of language Cognitivism, behaviorism

Theory of learning Intensive training

Objectives To be able to communicate in L2 quickly through working in a team and a well-structured

procedure Skills focus

Attitude to errors

Role of the teacher

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Session 6 The Main Principles and Features of CLT. The Communicative Approach

Unit 2.1: Principles of Communicative Language Teaching Session 6: The main principles and features of CLT

Worksheet 1: Identification of the ELT approaches and methods

Identify the approach/method by its characteristics. Write the name of the method/approach in the space provided.

1. Baroque music is used. The students learn English not only from direct instruction but also from indirect instruction (posters and decoration that are changed every day). _______________________________________________

2. There is dependence on mimicry and memorisation of set phrases. Great importance is attached to pronunciation and intonation. Grammar patterns are learned mostly inductively. __________________________________________

3. The group of clients (learners) are seated in a circle with the counselor (teacher) on the outside of the circle. As the learners gain more and more familiarity with the foreign language, more and more direct communication can take place, with the counselor providing less and less direct translation and information.

________________________________________________________________

4. The communication is student-centred. Role-playing is widely used in teaching materials and lesson procedure. Learners communicate working in teams. They get a large volume of information during a short period of instruction.

________________________________________________________________

5. The teacher uses mother tongue frequently for instructions, explanations, corrections and translations. Learners do a lot of reading; they drill structure patterns out of context. _____________________________________________

6. Students are encouraged to self-correct their pronunciation errors through manual gesticulation on the part of the teacher. Learners learn via brightly colored tools.

_____________________________________________________

7. The teacher says the commands as he himself performs the action. The teacher says the command as both the teacher and the students then perform the action.

8. Learning is natural, like a child learning mother tongue. Listening and speaking are the key skills. Teacher allows little, if any, use of the native language and prohibits long translations. ___________________________________________

9. The teacher exposes learners to the target language as much as possible. He/she uses only the target language, while students can also use their mother tongue. The learning takes place mostly through acquisition that is fostered by motivation, self- confidence and low anxiety. _____________________________

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Session 6: The main principles and features of CLT Handout 1: Exploring your beliefs (Survey)

1. Express your agreement or disagreement with the statements below, putting a tick.

Statement I agree I disagree I agree with reservations 1. People have learned languages for centuries,

so the methods we use do not really matter.

2. The most important thing is to let students experiment with the language (spoken and written).They learn the language by using it and need to be given many opportunities to do so.

3. Students learn best when they are first presented with a clear explanation of grammar rules. Then, they can apply the rules and use them freely.

4. Class time should mostly be spent focussing on language structures. Meaning can be added later on, once students can express themselves.

5. Drilling language patterns does not guarantee that the students will internalize them and

produce them on their own outside the framework of the exercise.

6. Accuracy develops naturally. We should not worry too much about students producing perfect structures right away. It is best for teachers not to overcorrect.

7. Teacher input needs to be rich but comprehensible if learning is to take place.

8. Language is best learned interactively, in a social environment. In an ideal class, students work together a lot.

9. Student motivation does not matter. They will learn regardless of their motivation.

Source: Hedwige Meyer, University of Washington

2. Choose three to four issues and discuss them with at least two-three different students in class. Make sure to provide a rationale for your answers.

3. Find out whether your classmates agree/disagree with the statements and be ready to report your findings to the class.

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Handout 2: Views on communicative language learning and teaching

Read the text about the views on how the language is learned and taught communicatively.

Ask questions to clarify any uncertainties.

Communicative language teaching (CLT) is generally regarded as an approach to language teaching (Richards and Rodgers 2001). As such, CLT reflects a certain model or research paradigm, or a theory (Celce Murcia 2001).

Theory of language

Language as communication. CLT is based on the theory that the primary function of language use is communication. Some of the characteristics of the communicative view of language follow:

 Language is a system for the expression of meaning.

 The primary function of language is for interaction and communication.

 The structure of language reflects its functional and communicative uses.

 The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

Communicative competence. The CLT primary goal is for learners to develop communicative competence (Hymes 1971), or simply put, communicative ability. In other words, its goal is to make use of real-life situations that necessitate communication (e.g.

eating out, making a phone call).

Language functions. Learning a second language is viewed as acquiring the linguistic means to perform different kinds of functions (Halliday 1970) (e.g. using language to get things – ordering a meal at a restaurant, to communicate information – booking a flight).

Theory of learning

1. Elements of an underlying learning theory can be discerned in some CLT practices:

 the communication principle: Activities that involve real communication promote learning.

 the task principle: Activities in which language is used for carrying out meaningful tasks promote learning.

 the meaningfulness principle: Language that is meaningful to the learner supports the learning process. Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use (rather than merely mechanical practice of language patterns). These principles can be inferred from CLT practices (e.g., Littlewood 1981; Johnson 1982). They address the conditions needed to promote second language learning, rather than the processes of language acquisition.

2. Second language acquisition theory. Savignon (1983) considers the role of linguistic, social, cognitive, and individual variables in language acquisition. Krashen (1985) and other second language acquisition theorists typically stress that language learning comes about through using language communicatively, rather than through practising language skills.

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development. This involves both a cognitive and a behavioral aspect. The cognitive aspect involves the internalisation of plans for creating appropriate behaviour. For language use, these plans derive mainly from the language system — they include grammatical rules, procedures for selecting vocabulary, and social conventions governing speech. The behavioural aspect involves the automation of these plans so that they can be converted into fluent performance in real time. This occurs mainly through practice in converting plans into performance. (Littlewood 1984: 74)

Communicative Language Teaching has spawned a number of off-shoots that share the same basic set of principles, but which spell out philosophical details or envision instructional practices in somewhat diverse ways. These CLT spin-off approaches include The Natural Approach, Cooperative Language Learning, Content-Based Teaching, and Task-Based Teaching.

Adapted from: Richards, J., & Rodgers, T. (2001). Approaches and methods in language Teaching (2nd ed.). Cambridge: Cambridge University Press.

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Handout 3: CLT Features vs the Audio-Lingual Method Features*

Explore the distinquishing features of the Audio-Lingual Method and the CLT approach.

Audio-Lingual Method Communicative Language Teaching 1. Attends to structure and form more than

meaning.

Meaning is paramount.

2. Demands memorization of structure-based dialogs.

Dialogues, if used, center around

communicative functions and are not normally memorized.

3. Language items are not necessarily contextualized.

Contextualization is a basic premise.

4. Language learning is learning structures, sounds, or words.

Language learning is learning to communicate.

5. Mastery, or "over-learning" is sought. Effective communication is sought.

6. Drilling is a central technique. Drilling may occur, but peripherally.

7. Native-speaker-like pronunciation is sought. Comprehensible pronunciation is sought.

8. Grammatical explanation is avoided. Any device which helps the learners is accepted

— varying according to their age, interest, etc.

9. Communicative activities only come after a long process of rigid drills and exercises

Attempts to communicate may be encouraged from the very beginning.

10. The use of the student's native language is forbidden.

Judicious use of native language is accepted where feasible.

11. Translation is forbidden at early levels. Translation may be used where students need or benefit from it.

12. Reading and writing are deferred till speech is mastered.

Reading and writing can start from the first day, if desired.

13. The target linguistic system will be learned through the overt teaching of the patterns of the system.

The target linguistic system will be learned best through the process of struggling to

communicate.

14. Linguistic competence is the desired goal. Communicative competence is the desired goal (i.e. the ability to use the linguistic system effectively and appropriately).

15. Varieties of language are recognized but not emphasized.

Linguistic variation is a central concept in materials and methodology.

16. The sequence of units is determined solely Sequencing is determined by any consideration

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33 17. The teacher controls the learners and

prevents them from doing anything that conflicts with the theory.

Teachers help learners in any way that motivates them to work with the language.

18. "Language is habit" so errors must be prevented at all costs.

Language is created by the individual often through trial and error.

19. Accuracy, in terms of formal correctness, is a primary goal.

Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context.

20. Students are expected to interact with the language system, embodied in machines or controlled materials.

Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.

21. The teacher is expected to specify the language that students are to use.

The teacher cannot know exactly what language the students will use.

22. Intrinsic motivation will spring from an interest in the structure of the language.

Intrinsic motivation will spring from an interest in what is being communicated by the language.

* Adapted from: Richards, J., & Rodgers, T. (2001). Approaches and methods in language Teaching (2nd ed.). Cambridge: Cambridge University Press.

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Handout 4: Characteristics of the Communicative Approach (demo lesson observation)

Put a tick if you observed this in the lesson:

Real communication is the focus of language learning.

Opportunities for learners to experiment and try out what they know are provided.

Learners’ errors are tolerated as they indicate that the learner is building up his or her communicative competence.

Opportunities for learners to develop both accuracy and fluency are provided.

Different skills such as speaking, reading, and listening are linked together, since they usually occur so in the real world.

Students induce or discover grammar rules.

Learning is built around students’ needs.

Teacher is an authority figure in the classroom.

Learners mostly work individually in the classroom.

Activities that demand accurate repetition and memorization of sentences and grammatical patterns are widely used.

Activities that require learners to negotiate meaning and to interact meaningfully are used.

Adapted from: Communicative Language Teaching Today by Jack C. Richards, 2006.

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Session 6: The main principles and features of CLT

Handout 5: Characteristics of the Communicative Approach (based on theory and demo lesson observation)

Fill in the table by adding characteristics of the Communicative Approach.

Aspect Communicative Approach

Theory of language

Theory of learning

Objectives

Skills focus

Attitude to errors

Role of the teacher

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Session 7 Communicative Competence and Its Composition

Unit 2.1: Principles of Communicative Language Teaching

Session 7: Communicative competence and its composition (linguistic competence, sociolinguistic competence, pragmatic competence)

Handout 1: Exploring communicative situations for drawbacks

Study the following communicative situations and find drawbacks in each of them.

In a doctor’s office, first visit A patient entering the office turns to the doctor: Hi! How are you?

In a restaurant

A customer turns to the waiter: How kind of you to let me come!

In the park

Mother: Where’s Dad?

Son: He goed to buy me some ice-cream

A foreign citizen in the police station

I want to tell you about information.

At home

Mother: Oh my, how beautiful that outfit is, with the big tomato stain on the front.

Daughter: Thank you, Mummy!

At the classical University A student turns to the Professor of

linguistics: You’ve got a lovely new dress!

Entering his own house

A husband turns to his wife: How do you do?

In a bus

Passenger 1: Could you close the window, please?

Passenger 2: Yes, I could.

Session 7: Communicative competence and its composition (linguistic competence, sociolinguistic competence, pragmatic competence).

Handout 2: Visualising ‘competence’

Which picture would you use as a visual metaphor of the competence? Explain your choice.

1 2 3

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Handout 3: The notion of competence

1. Study the definitions and underline the words that make the definitions similar.

a) is the ability of an individual to perform a job properly. A is a set of defined behaviours that provide a structured guide enabling the identification, evaluation and development of the behaviours in individual employees [http://en.wikipedia.org/wiki/Competence_(human_resources)].

b) are the sum of knowledge, skills and characteristics that allow a person to perform actions [www.coe.int/t/DG4/Portfolio/documents/].

c) A is a set of areas of knowledge, or aptitudes and skills and of attitudes and existential (savoir-être). The proportion of knowledge, skill and savoir-être will, of course, vary from one to another [archive.ecml.at/].

2. Define in which way are these definitions related to the visual metaphor discussed earlier. Read them substituting the question marks by the appropriate term.

Handout 4: Components of linguistic, sociolinguistic and pragmatic competences Match the competences (1-3) with their components (a, b, c).

1) Linguistic a) rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the

functioning of a community

2) Sociolinguistic b) referring the message to the appropriate situation, carrying out and responding to refusals, apologies, expressing / responding to requests, expressing gratitude, complimenting, responding to compliments, invitations, expressing / understanding irony, sarcasm, idiomatic expressions

3) Pragmatic c) lexical, phonological, syntactical knowledge and skills and other dimensions of language as system

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Handout 5: Identifying competences in activities

Which competence is the main focus in each of these activities?

ACTIVITY 1

Rank the given social skills according to the degree of importance. Give number 1 to the most important skill in your opinion.

Contribute to the list with your own ideas.

ACTIVITY 2

Match the texts with the missing punchlines. Then check up your answers.

Punchlines

1) you wouldn’t have in your home

2) marry himself

3) ‘You lose’, replied the great man grimly and relapsed into his customary silence for the rest of the meal.

Texts

a) (said by Frank Sinatra about actor Robert Redford)

‘Well, at least he has found his true love, what a pity he can’t ……….

b) Television is an invention that permits you to be entertained in your living room by people………..

c) US President Calvin Coolidge was known as a man of few words. One day, he found himself sitting next to a young lady at a public dinner. Bringing all her charm to bear, the young lady said:

‘Mr President, I have made a bet with my friends that I can make you say at least three words to me during dinner’. ………..

SOCIAL SKILLS

 taking turns in conversation

 praising

 communicating clearly

 encouraging others

 sharing ideas

 using names

 ______________________

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39 ACTIVITY 3

Rewrite these sentences as cleft sentences. Use the word in brackets to begin the sentence.

a) You need a few days’ rest and recreation. (What) b) Money is the thing people care about nowadays. (It)

c) We need someone to help us, not someone to criticize. (What) ACTIVITY 4

Look at the pictures and say which one shows ‘He gave her a hand’? Then explain the meaning of the sentence.

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Handout 6: Understanding the message

Study the misinterpretations of the sentences and define which difficulties can accompany learners’ attempts to understand the message in each case.

The owner of the house brought the policeman into the dining-room.

The windows face the garden.

Take a seat, please. She’s a bit long in the tooth, but she has a certain attraction.

It leaps to the eye.

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Handout 7: Tips for the classroom

Suggest the ways of helping learners cope with the difficulties of the formation of communicative competence. Compare your ideas with the tips given below and prepare a short summary of the main principles of integrating linguistic, pragmatic and sociolinguistic competences into the learning and teaching process.

TIPS

 Recommend learners to combine language skills practice with analysis of communicative situations where the target language material is used.

 Recommend learners to redirect attention from a single word to the whole sentence.

 Recommend learners to refer to Internet pictures while learning the meaning of different language pieces.

 Motivate learners to be regularly involved in extensive reading of authentic books.

 Encourage learners to read modern magazines and newspapers in the foreign language.

 Encourage learners to memorize different meanings of the same word.

 Encourage learning idioms.

 Encourage learners to watch authentic movies, cartoons and TV shows.

 Encourage learners to look through you-tube channels that demonstrate real-life situations of communication produced by native speakers.

 Encourage learners to use the Internet chat rooms to communicate with people all over the world.

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Session 8 Characteristics of a Communicative Task

Unit 2.1: Principles of Communicative Language Teaching Session 8: Characteristics of a Communicative Task Handout 1: Definitions of a Task

Work in pairs. Study the following definitions, compare them and choose the one that reflects the ideas of communicative language teaching.

 A task is a piece of work that must be done, especially one that is difficult or unpleasant or that must be done regularly [Longman Dictionary of Contemporary English].

 A task is any activity that learners engage in to further the process of learning a language [Marion Williams and Robert L. Burden].

 Tasks are always activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome [Jane Willis].

Unit 2.1: Principles of Communicative Language Teaching Session 8: Characteristics of a Communicative Task Worksheet 1: Features of a Communicative Task

Communicative purpose

Information/opinion gap

Communicative situation (resembling those in real life)

Learners’ choice of the language material

Authenticity of materials

Outcome as evidence of task completion

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Session 8: Characteristics of a Communicative Task Handout 2: A Task or not a Task?

Work in groups. Study the activities given below. Decide whether they can be called communicative tasks. Use the task characteristics from Worksheet 1 as criteria.

o Eating Habits

Helen and Jane are friends. They have a lot in common but their eating habits are very different. Helen tries to eat healthily. Jane prefers junk food. Complete the girls’

shopping lists, using the vocabulary given below.

o Predictions

Imagine that you are a group of political analysts from different countries. You have been asked to predict what life in Ukraine will be like in the second half of the 21^st century.

Make at least seven predictions.

o The Good Old Days

Think of your first four years at school. Work in pairs and say what your school life was like during that period. Use would or used to, e.g.

- We used to have 4 or 5 lessons a day.

- Our teacher would often tell us stories.

Unit 2.1: Principles of Communicative Language Teaching Session 8: Characteristics of a Communicative Task Handout 3: A Redesigned Activity

Analyse the following redesigned activity. Compare it with the original one (Handout 2) and comment on the changes.

The Good Old Days

Think of your life before school. Working in pairs, compare your daily routine at the time in order to find the similarities and differences.

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Unit 2.1: Principles of Communicative Language Teaching Session 8: Characteristics of a Communicative Task Handout 5: Task Types

Study the information given below and use it to adapt the activity ‘Eating Habits’ (Handout 2) by turning it into a task of the type described.

Type 1 LISTING*

Output: completed list or draft mind map.

Processes: brainstorming, fact-finding.

Sample tasks:

Make a list of:

 the functions a mobile phone can perform (apart from making and receiving calls);

 the problem words or grammar patterns without which English would be an easier language to learn;

 the things you do to save energy;

 the most common questions tourists ask tour guides, hotel reception staff, etc.

Find out:

 what things your partner keeps on his/her writing desk at home;

 what qualities your partner finds desirable in a friend;

 what qualities are needed for the following jobs: teacher, manager, bus driver, etc.

Type 2 ORDERING and SORTING*

Output: set of information or data that has been ordered and sorted according to specified criteria.

Processes: sequencing, ranking, categorizing, classifying.

Sample tasks:

 order the instructions for making a pizza;

 rank the items given below (e.g. gadgets) in order of their usefulness;

 group the human activities given below under the following headings:

harmful to the environment, environmentally friendly, no noticeable effect on the environment;

 find 5 ways to classify the clothes you wear.

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matched or assembled, or the identification of similarities and/or differences.

Processes: matching, finding similarities, finding differences.

Sample tasks:

 match the descriptions of 8 different people with their pictures;

 spot the differences between two pictures, two story endings, two accounts of the same incident;

 compare ways of doing things in different countries, e.g. exchanging greetings, eating meat, giving and receiving presents, etc.;

 contrast systems (e.g. of education, government) in different countries.

Type 4 PROBLEM SOLVING*

Output: solution(s) to the problem.

Processes: analyzing real or hypothetical situations, reasoning and decision making.

Sample tasks:

 give advice in response to the following letter from an advice column;

 plan a dinner menu for overseas guests (one of whom is a vegetarian) within a given fixed budget;

 work out a possible storyline from the given pictures, words, phrases, etc.

 solve the puzzle: A farmer has a dog, a sheep and a bale of hay. He needs to cross the river, but his boat is very small. He can only take one animal or the hay with him.

If he leaves the dog alone with the sheep, the dog will attack the sheep. If he leaves the sheep alone with the hay, the sheep will eat the hay. How does the farmer resolve the problem?

Type 5 SHARING PERSONAL EXPERIENCES*

Output: largely social and far less tangible than with the other task types. The resulting interaction is close to casual social conversation as it is not clearly goal-oriented.

Processes: narrating, describing, exploring and explaining attitudes, opinions, reactions.

Sample tasks:

 tell an anecdote (about a terrible journey, something funny you did in your childhood, a thing you own(ed);

 give an account of a memorable event, e.g. moving house, changing schools, being given a pet as a present, etc.

 say what three things you regret doing / not doing;

 talk about your preferences (e.g. in places to shop, films to watch, books to read, etc.) and find people with similar ones;

 talk about things that make you angry, very happy, highly stressed, etc.

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Type 6 CREATIVE TASKS*

Output: end product which can be appreciated by a wider audience.

Processes: brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others.

Sample tasks:

 write a poem, short story, song or play;

 produce a class magazine or newspaper (one-off or regular issue);

 design and write a leaflet, e.g. for visitors to your school or town/city, or an advert, e.g. for a local product / entertainment;

 make a photo story (e.g. about the summer language camp at your school) and write a running commentary.

*Adapted from ‘A Framework for Task-Based Learning’ by Jane Willis

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Unit 2.1: Principles of Communicative Language Teaching Session 9: Implications of CLT for classroom practice Handout 1: Types of gap activities

Student A

Study the information about the reasoning-gap activity. Share the information about its main features and examples of such activities with your partner.

“Reasoning-gap activity, which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationship or patterns. One example is working out a teacher’s timetable on the basis of given class timetables. Another is deciding what course of action is best (for example cheapest or quickest) for given purpose and within given constraints. The activity necessarily involves comprehending and conveying information, as an information-gap activity, but the information to be conveyed is not identical with that initially comprehended. There is a piece of reasoning which connects the two.”

Student B

Study the information about the opinion-gap activity. Share the information about its main features and examples of such activities with your partner.

“Opinion-gap activity, which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. One example is the story completion;

another is taking part in the discussion of a social issue. The activity may involve using factual information and formulating arguments to justify one’s opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.” (Prabhu 1987, cited in Nunan, 1989:66)

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Unit 2.1: Principles of Communicative Language Teaching Session 9: Implications of CLT for classroom practice

Handout 2: A Pre-communicative or Communicative Activity?

Work in groups. Study the activities given below. Identify their types and features.

Activity 1

A Underline the superlative adjectives in the following sentences:

The funniest person I know is my friend Bob. The most caring individual in our school is the custodian. Of all the people in my family, my Aunt Ruth is the kindest. Of all my professors, Dr. Lopez is the most inspiring. My cousin Anita is the most generous person I’ve ever met.

The closest friend I’ve ever had is someone I met in elementary school.

B What are the ways these adjectives form their superlatives?

Activity 2

Complete these sentences with your own information, and add more details. Then compare with a partner.

1. One of the most inspiring people I’ve ever known is … E.g. One of the most inspiring people I’ve ever known is my math teacher. She encourages students to think rather than just memorize formulas and rules. 2. The most successful individual I know is … 3. Of all the people I know …. is the least self-centered. 4. The youngest person who I consider to be a hero is … 5. The most moving speaker I have ever heard is … 6. The most important role model I’ve ever had is … 7. Of all the friends I’ve ever had …. is the most understanding.

8. One of the bravest things I’ve eve done is … Activity 3

Use the superlative form of these adjectives to describe people you know. Write at least five sentences. Swop the sentences with your partner to check if they are correct.

brave honest interesting smart generous inspiring kind witty

Activity 4

Group work. Discuss the sentences your wrote in Activities 2 and 3. Ask each other follow- up questions as in the model below.

A. My next-door neighbor is the bravest person I’ve ever met.

B. What did your neighbor do, exactly?

A. She’s a firefighter, and once she saved a child from a burning building … Activity 5

Prepare a project on one of the people you wrote about in Activity 2. You can use any source or material to complete it. Then, ask a peer to review the project in order to get advice on how to improve it. Introduce changes, if needed. Get ready to present the project in class next time.