Concept:
Emphasize the use of target language in
everyday situations-functional aspect of language stressed-emerged in last
decade of 20th century-a british approach--shift from mechanical practice to
activities more meaningful and authentic-shift from form based to meaning
based-from teacher-centred to learner centred approach-goal is to develop
communicative competence-to know not only grammatical rules but also to know
where and when to use appropriately-to communicate means to share ideas or to
convey messages verbally or non-verbally- it thinks language is as a tool of
communication-based on notional functional syllabus meaning : a
"notion" is a particular context in which people communicate. A
"function" is a specific purpose for a speaker in a given context.
For example, the "notion" of shopping requires numerous language
"functions", such as asking about prices or features of a product and
bargaining.
Dell Hymns introduced the word communicative competence
which includes
1.
Grammatical
competence (words and rules),
2.
Discourse
competence (asks how words, sentences and phrases are placed together to create
understandable conversations and other language. The term also refers to a person’s
understanding of the rules that govern a language.),
3.
strategic
(appropriate use of communicative strategies such as paraphrasing,
substitution, coining new words, switching to the first language, and asking
for clarification)
4.
socio-linguistic
competence (appropriateness)-
Halliday emphasized functions of
language
a. Instrumental (gettings
things and getting things done)
b. Regulatory (controlling
others)
c. Interactional (interact with others)
d. Personal (express the
self)
e. Heuristic (to learn,
discover)
f. Imaginative (create
imagination)
g. Representational function
(convey meaning)
Principles:
1. Communication is the soul of human lives
2. Natural acquisition happens when a learner
learns a language through use-real life situations-experiences
3. Language is a skill-related to psychomotor
domain-
4. Authentic material within the range of
learners' experience is effective
5. No skill can be developed in
isolation-contextual teaching
6. Teacher is to touch heart not brain- a
facilitator
7. Learning should proceed from syntax to semantics
(socio-linguistics)
Characteristics/features:
1. Focus on language as a medium of
communication
2. Learner centred approach
3. Authentic syllabus and material used
4. Autonomous learning-independent of teachers
5. Stress on functions of a language
6. Fluency and accuracy both stressed
7. It is eclectic/flexible
8. Learners given opportunities to use the
language by activities, group work, pair work, information gap, language games,
real-life situations, role-plays, simulations, projects-no mechanical drilling
or practice
9. Teacher's role as initiator, guide,
co-communicator, facilitator
10. Emphasis on semantics than syntax
11. Oral and written expression both emphasized
12. Errors are spared-constant correction is
unnecessary
13. Grammar taught less
systematically-descriptive way
14. Lexical items taught in context
15. LSRW developed in integrated way
Advantages of
CLT
1. Interactive activities mobilizes
classroom-live atmosphere
2. Learner-centred activities-learners are
active participants-
3. Use of language games, mind engaging tasks,
group work, pair work, group discussion
4. Acquire the skill of using language in real
life
5. Judicious use of mother tongue makes it
easy
6. Develop speech capability
7. Based on latest scientific principles of
pedagogy
Disadvantages
of CLT
1. May not help all kind of learners-difficult
for low profile learners
2. It ignores grammatical structures
3. Average teachers can not carry and plan
communicative activities-trained teachers required
4. All linguistic items cannot be taught in
context
5. Non-native environment outside the class
make it difficult to use the language
6. Schools are not well equipped
7. In large Indian classrooms not effective
