Communicative Language Teaching

What is communication?
Interaction
Collaborative creation of meaning
Negatiotion of meaning
Learning by using feedbacks
Paying attention language one hears and creating new forms
Being more active
Being based on real life situations
CLT is as a broad approach to teaching, rather than as a teaching method.Why?

HISTORY OF CLT
In 1970s there is an observation. Linguistic/ gramatical structures are superior to performance in use of language.(Freeman, 121). It becomes clear that communication required that students perform certain functions as well, such as promising, inviting and declining invitation within a social context (Wilkins 1976). So we should focus on communicative competence, so we can know what , whom to say and how to say.(Freeman, 121)
Until Communicative Approach, there is Situational Language Teaching by a British linguist, D. A. Wilkins (1972) in which communicative proficiency is important. In Situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities. Wilkins's contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language which is known as context of situation.
In the late 1970s and early 1980s there is Communicative Approach superior to linguistic-centered approach. The teachers should create real or real-like situations in which the language can be used. (Freeman, 121)
Chomsky's theory of competence, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language.
Hymes’ (1972) communicative competence, linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use.
In 1990 Communicative Approach is widely implemented. In current communicative language teaching theory and practice has different paradigms and traditions. There are diverse sources. There is no agreed ones but general principles agreed upon a set of practice. (Freeman, 121)
Strong version: It is 'using English to learn it.' It is a question of activating an existing knowledge of the language, and of stimulating the development of the language system itself. (1984: 279)
Weak version: It is 'learning to use English.'
Opponents; Derek Bickerton; Robert O'Neill,
Bax (2003) proposes that CLT should be abandoned since the methodology fails to take into account the context of language teaching. This article argues that the dominance of CLT has led to the neglect of one crucial aspect of language pedagogy, It argues that it is time to replace CLT as the central paradigm in language teaching with a Context Approach which places context at the heart of the profession.
Supporters; Liao (2004) suggests that CLT is best. He denies that China’s teacher shouldn’t adopt western CLT. The State Educational Development Commission (SDEC) started teaching English for communication1992 and task based language teaching in 2001 in China.

Stephen Krashen
Second Language Acquisition,
Acquisition- Learning Hypothesis
Monitor Hypothesis
Effective Filter Hypothesis
Natural order Hypothesis
Input Hypothesis
Krashen sees acquisition as as an unconscious development of the target language system. On the other hand, learning is the conscious representation of grammatical knowledge that has resulted from instruction, and it cannot lead to acquisition.So in communicative learning, there is acquisition of language.

Codeswitching
The most of the bilinguals can’t keep their two languages completely seperate. It is blending of two well-known languages,
Korean immigrants who live in England learn Korean at home; English at school. They mix the languages. However each child strategically chooses his languages to accomplish specific social and communicative purposes. English is the prefferred language among the children in light of their self-perceived linguistic and cultural identity. It is like a pressure of society in which they live, their parents also feel these pressures. This is Language Shift. (Shin, 80- 81)
Automata Theory
In this theory it is advocated that while people are learning socond language the similarities of input and the native language is important. If they are similar and the input is easier than native language, the second language is learnt much easier. For example a French learns English or German easier. But if they are different and the input is harder than native language, the language learning becomes much harder. For example an English learns French or German harder. (Shallit, 4- 5 )

Characteristics of CLT
-Focus on communication rather than structure
-Emphasis on functional uses of language in different social settings
-Use of classroom activities that relate language forms with functions
-Focus on meaningful tasks
-Collaboration
-Purposeful interaction
-Focus on the whole learner
-Teacher is a guide, counselor, organizer, facilitator
-Provides learners with opportunities to share and explore their attitudes, feelings and opinions
-Use of authentic, from-life materials
-Creates a genuine, realistic learning situations
-Creates a secure, non-threatening learning atmosphere
-Uses a variety of materials, topics, activities and ways of interacting
-Emphasis on acquisition of cultural knowledge
-A tolerance of errors
-Goal of fluency

According to David Nunan; this method has five basic features:
-An emphasis on learning to communicate through interaction in the target language.
- The introduction of authentic texts into the learning situation.
- The provision of opportunities for learners to focus, not only on the language but also on the learning process itself.
-An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.
- An attempt to link classroom language learning with language activation outside the classroom.
Authentic materials:
-Provide cultural information about the target language
-Provide exposure to real language
-Relate more closely to learners’ needs
-Support a more creative approach to teaching

Activities & Strategies
-Images (pictures/photos)
-Poetry, Music ,Drama
-Internet and other forms of technology
-Generative questions
-Media literacy
-Social formulas and dialogues
-Community oriented tasks
-Problem-solving activities
-Role-play

The goal of the Teacher;
students to communicate in the target language
Teacher roles
facilitate
act as an independent participant
needs analyst
counselor
group process manager
Teachers' Attitudes
Positive attitudes
work-centered atmosphere
High but realistic expectations ; attainable tasks
securing learning
The effective use of audio-visual aids
Thoughtful lesson planning
avoid low expectations
How does the teacher respond to student errors?
tolerate
See as a natural outcome
return to them later with an accuracy-based activity
Teacher-Student Interaction
opportunity to practise communicating.
Minimum TTT
The classroom should be learner centred




Disadvantages
The communicative approach focuses on the use of language in everyday situations, or the functional aspects of language, and less on the formal structures.
There must be a certain balance between the two.
The requirements are difficult. Not all classrooms can allow for group work activities and for teaching aids and materials
It gives priority to meanings and rules of use rather than to grammar and rules of structure.

WHAT ARE THE PROCESSES OF STUDENT’S IN CLT?
Learner-Centered The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.The teacher still sets up exercises and gives direction to the class, but the students do much more speaking than in a traditional classroom. This responsibility to participate can often lead to an increased sense of confidence in using the language. ‘Learners often work co-operatively in groups’ Activities involving the whole class together and closely controlled by the teacher are necessary and valuable for introducing, reinforcing or clarifying elements of language However, to learn to use the language spontaneously, learners need frequent opportunities to work with each other on suitable tasks.Learners become increasingly independent in their work :Using language in unrehearsed situations.--Using a range of sources to get linguistic and factual information. ---Deciding on aspect to be studied and end product to be presented. Learners acquire a good accent :Early attention to pronunciation is important. Frequent exposure and use of the target language is essential. Pupils acquire a good range of vocabulary:Much time is spent in class on introducing or reinforcing vocabulary. The essential skills:Communication skills are the foundation for language learning. Information skills are developed as students organise and analyse information, interpret different points of view, and distinguish fact from opinion.They develop their self-management skills and competitive skills through activities that encourage them to take responsibility for their own learning, and through taking up opportunities to monitor their own progress and better their own achievements over time.For effective language learning and successful communication, students need to develop social and co-operative skills. The pair and group activities that are fundamental to modern language learning are based on the development of these skills. Students' work and study skills can be developed and reinforced through activities that encourage self-motivated and self-directed learning, and through an emphasis on their developing ability to record and monitor their own learning.

ADVANTAGES: CLT is a holistic approach. It doesn’t focus only on the traditional structural syllabus. It takes into consideration communicative dimension of language.* CLT provides vitality and motivation within the classroom.* CLT is a learner centered approach. It capitalizes on the interests and needs of the learner.*usage the skills of listening, speaking, reading and writing*.Independent learning *Participation *Errors are part of language learning

REFERANCES
Freeman, Diana Larsen. Techniques and Principles in Language Teaching.
Shin, Sarah J. Develophing in two languages.
Shallit, Jeffrey. A Second Course in Formal Languages and Automata Theory
http://eltj.oxfordjournals.org/cgi/content/abstract/61/3/193
http://www2.vobs.at/ludescher/
http://www.aber.ac.uk/~mflwww/clteach.html
PREPARED BY
SEVGİ EROLUR
HATİCE KILIÇ
MÜŞERREF KIVCI
Z. DERYA TÜFEKÇİ