Communicative Language Teaching (CLT) ‘Communicative Language Teaching approach evolves as a prominent language teaching methods and gradually replaced the previous grammar-translation method and Audio-lingual method”. -(Warschauer & Kem 2000) Category Elaboration Note Theory of Language Language is a system for the expression of meaning: primary function-interaction and communication. Theory of Learning Activities involving real communication; carrying out meaningful to the learner
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Communicative Language Teaching Today Jack C. Richards cambridge university press Cambridge‚ New York‚ Melbourne‚ Madrid‚ Cape Town‚ Singapore‚ São Paulo Cambridge University Press 32 Avenue of the Americas‚ New York‚ NY 10013-2473‚ USA www.cambridge.org © Cambridge University Press 2006 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements‚ no reproduction of any part may take place without the written permission of Cambridge
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Q1) Write about your past formal or informal language learning experiences (any which is not your first language).Would you consider them to be effective or ineffective? Give reasons for your answer. A) I had just passed my 4th std and was on vacations to a remote village in Karnataka where my mother was posted as a headmistress for a government primary school. I had no plans of leaving my mother and returning with my father to belgaum and continue with my school . Nevertheless I was cajoled
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Communicative Language Teaching Approach The Definition Of CLT Communicative Language Teaching (CLT) originated from the changes in the British Situational Language Teaching approach dating from the late 1960s (Richards & Rodgers‚ 2001). Stemming from the socio-cognitive perspective of the socio-linguistic theory‚ with an emphasis on meaning and communication‚ and a goal to develop learners’ “communicative competence”‚ Communicative Language Teaching (CLT) approach evolves as a prominent
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role in teaching English at all levels of education. When he/she teaches English‚ obviously he/she has to follow some methods. There are five main methods in English language teaching: Grammar Translation Method (GTM)‚ Direct Method (DM)‚ Audio Lingual Method (ALM)‚ Situational Language Teaching (SLT) and Communicative Language Teaching (CLT). Among all‚ Communicative Language Teaching (CLT)‚ is one of the new approaches. The aim of this approach is to develop the learners four basic language skills
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COMMUNICATIVE LANGUAGE TEACHING: A PROFESSIONAL CHALLENGE FOR THE ENGLISH TEACHER EDGAR ALIRIO INSUASTY Communicative Language Teaching or Communicative Approach (CA) can be defined as one of the most widespread and prevailing pedagogical options to conduct a language lesson. It has brought a lot of important contributions to the professional field of language teaching. To start with‚ let’s mention its emphasis‚ unlike Audiolingual Method‚ on developing learners’ Communicative Competence rather
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Abstract I. Introduction 1. Problem statement 2. Research goals 3. Significance of the research II. Literature review 1. What is the definition of speaking? 2. The definition of Communicative Language Teaching? 3. The definition of Grammar-Translation 4. The situation of English speaking teaching at Vietnamese high schools 5. The characteristics of CLT approach 5.1. History and background of CLT approach 5.2. The comparison between CLT approach and Grammar-Translation method 5.3
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methodological approach to teaching language in the West have also influenced the language teaching approach in Malaysia. In Malaysia‚ The English Language Program for the primary school is aimed at equipping students with basic language skills to enable them to use the language and communicate effectively in any situation. This aim is clearly stipulated in the English Language Syllabus. In an effort to “ to equip pupils with basic skills and knowledge of the English language so as to enable them
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Regarding Communicative Language Teaching (CLT) in Malaysian Secondary schools. This research study was conducted to interrogate about communicative language teaching in Malaysian secondary schools. The main purpose of this research study was to know how far the communicative language teaching was understood and how does it implemented in Malaysian secondary school. These elements was identified based on the student’s point of view. This research study shows that the communicative language teaching approach
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review. The search for better ways to teach languages has been underway for centuries and with some historical perspective we can analyse that each development should be assessed individually. Traditional forms of teaching and syllabus design concentrated more on the teacher playing a central role in the classroom‚ teaching also focused much more on form rather than meaning and there was a great importance given to testing and assessments. Nowadays teaching and syllabus design concentrates on both a
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