Communicative Language Teaching In Practice
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Communicative Language Teaching in Practice
This book documents the efforts of Scottish comprehensive school teachers implementing a communicative approach in the early years of secondary schools.
Communicative Language Teaching
This discussion is intended as a general introduction to communicative language teaching. The text is divided into six parts dealing with the reasons for communicative language teaching, the background to it, learning to communicate, classroom activities, the role of the teacher, and ways to get the method started. Part One examines the nature of communication, the need for learning forms and use, appropriate register, and interactive skills. The background section reviews methods of teaching languages, discusses the kind of teaching to be provided, and the principles on which communicative language teaching is based. The third chapter addresses the issues of meaning, form and content. The section on classroom activities outlines a variety of activities along with the part they play in a communicative approach. Chapter five defines the role of the teacher in the communicative situation as that of counselor or consultant. The final chapter suggests the need to explore the principles of communicative language teaching in a variety of classroom settings as well as the need for empirical research. (AMH)
Interpreting Communicative Language Teaching
Author: Sandra J. Savignon
language: en
Publisher: Yale University Press
Release Date: 2008-10-01
The emergence of English as a global language, along with technological innovations and the growing need for learner autonomy, is changing language teaching rapidly and profoundly. With these changes come new demands and challenges for teaching education programs. This authoritative collection of writings highlights some of the best work being done today in the United States and abroad to make communicative competence an attainable goal. The contributors examine what has come to be known as communicative language teaching, or CLT, from the perspectives of teachers and teacher educators. The book documents current reform initiatives in Japan, the United States, Hong Kong, Taiwan, and continental Europe to provide a global perspective on language teaching for communicative competence. Four major themes recur throughout the volume: the multifaceted nature of language teaching; the highly contextualized nature of CLT; the futility of defining a “native speaker” in the postcolonial, postmodern world; and the overwhelming influence of high-stakes tests on language teaching. The book is a useful and valuable tool for language teachers, teacher educators, and policymakers.