English Language Teaching in its Social Context

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THE DEVELOPMENT OF EFL METHODOLOGY 155Communicative Language TeachingCommunicative Language Teaching (CLT) can be said to be the current dominantmethodology. Even in countries where CLT has not been adopted in the state sector, mostministries of education appear to be moving in its direction. Many of its practitioners,however, would espouse it on intuitive rather than theoretical grounds. It has become anumbrella term which covers a wide range of classroom practices. Many teacher trainingcourses teach the classroom practices without explaining the underlying principles, whichhas led to a mistrust of theory among many teachers. However, it is the theoretical basisof CLT which is original; many of the classroom practices with which it is associated arefound elsewhere (see Figure 8.3 for examplc).If we look at the questions asked at the beginning of this chapter, we can answer thefirst, about the desired outcome, by saying that for CLT the desired outcome is that thelearner can communicate successfully in the target language in real situations, rather thanhave a conscious understanding of the rules governing that language. (It should beremembered that this was also the outcome sought by Audio-Lingualism.)Our second question looked at the model of language. For CLT the model of languageis one which considers language as it is used rather than as an abstract system.The conceptof‘communicative competence’ is the key to this (Widdowson 1978, Hymes 1971, Canaleand Swain 1980). A theoretical model of language was developed to include ideas abouthow language is actually used to communicate in real life situations. Chomsky had alreadyproposed a distinction between ‘competence’ and ‘performance’, the former being whatthe speaker knows and the latter being what the speaker actually does, with both seen inpurely linguistic terms. This idea was developed to include ideas of appropriacy and thesocial use of language, giving rise to the concept of ‘communicative competence’. In orderto define communicative competence, Hymes proposed a four point model concerned withwhat a speaker both knows and is able to use (Hymes 1971). The points of this model areas follows: what is formally possible in a language, what is feasible given the means ofimplementation, what is appropriate given the context, and lastly, what is in fact done.In an environment where the existing orthodoxy of Audio-Lingualism had beendiscredited, the concept of communicative competence helped shape new models oflanguage teaching and learning. CLT has been described as:an approach that aims to (a) make communicative competence the goal of languageteaching and (b) develop procedures for the teaching of the four language skills thatacknowledge the interdependence of language and communication. (Richards andRogers 1986: 66)These basic principles have been applied in a variety of ways. However, Richards and Rogershave isolated three key elements which they feel characterise CLT classroom practice andthe theory of learning underlying it:One such element might be described as the communication principle: Activities thatpromote real communication promote learning. A second element is the taskprinciple: Activities in which language is used for carrying out meaningful taskspromote learning. A third element is the meaningfulness principle: Language thatis meaningful to the learner supports the lcarning process. (Richards and Rogers1986: 72)
~ do~ iswouldwhat156 PAUL KNIGHTLISTENING AND SPEAKINGLeaving homePre-listening taskDiscuss the following questions in groups.1 Do you live in the capital city of your country?a. Ifyoudoyou like it? ~b. If you don’tyou like to?- what are its attractions? - have you visited your capital city?it safe? ~ attractions does it have thatyour town doesn’t have?2 What is the population of your capital city?What is special about it?3When you go away from home (for a short or along time), do you keep in touch? How?Jigsaw listeningDivide into two groupsT.2a Group A You will hear David Snow, who lives in the north-west of England, talkingabout his only daughter, Jackie.T.2b Group B You will hear Jackie, David Snow’s daughter, talking about her life in London.Figure 8.3 CLT materials which encouragc groupwork and participation (continued opposite)
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English Language Teaching in its So
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English Language Teaching in its So
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First published 2001by Routledge11
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IllustrationsFigures1.12.13.13.25.1
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Ac kn ow I e d g e me n t sThe edit
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xivAC I
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2 INTRODUCTIONprocess evoke and cre
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6 INTRODUCTIONcould be used by adul
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8 INTRODUCTIONkey theme in the pape
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Chapter 1Rosamond Mitchell and Flor
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SECOND LANGUAGE LEARNING: CONCEPTS
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FACTORS AFFECTING SECOND LANGUAGE L
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orofFACTORS AFFECTING SECOND LANGUA
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SECOND LANGUAGE ACQUISITION 45Many
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SECOND LANGUAGE ACQUISITION 47neces
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SECOND LANGUAGE ACQUISITION 57What
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SECOND LANGUAGE ACQUISITION 59The t
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SECOND LANGUAGE ACQUISITION 61Innov
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SECOND LANGUAGE ACQUISITION 67proce
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~ (1977)~ (1980)~ (1SECOND LANGUAGE
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Chaptev 4Pet e r S It e ha nCOMPREH
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COMPREHENSION AND PRODUCTION STRATE
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CONSTRAINTS AND RESOURCES IN CLASSR
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CONSTRAINTS AND RESOURCES I N CLASS
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Page 160: PART TWOStrategies and goals in the
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Page 195 and 196: Chapter 10Michael H. LongFOCUS ON F
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Page 215 and 216: Chapter 12Anne BurnsGENRE-BASED APP
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206 ANNE BURNSSu: Oh (laughs) . . .
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Chapter 13A. Suresh CanagarajahCRIT
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ofTESOL-related macrostructures, an
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212 A. SURESH CANAGARAJAHI enjoyed
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214 A. SURESH CANAGARAJAHconducted
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220 A. SURESH CANAGARAJAHdownTamil
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222 A. SURESH CANAGARAJAHearly OS),
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224 A. SURESH CANAGARAJAHthe intere
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~ (1226 A. SURESH CANAGARAJAHO’Ne
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228 J. KEITH CHICI
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230 J. KEITH CHICI
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232 J. KEITH CHICI
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234 J. I
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236 J. KEITH CHICKare responsible f
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Chapter 15Neil MercerLANGUAGE FOR T
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thecanLANGUAGE FOR TEACHING A LANGU
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~ orwhatassignments,LANGUAGE FOR TE
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~ note,LEARNING A NEW REGISTER 259T
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LEARNING A NEW REGISTER 261there is
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LEARNING A NEW REGISTER 2632 when I
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LEARNING A NEW REGISTER 265session,
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awhichLEARNING A NEW REGISTER 267ha
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Chapter 17Angel M. Y. LinDOING-ENGL
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DO1 N G-E NG LIS H - LESS0 N S 273l
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DO1 NG-E NG LIS H- L E SSON S 277Cl
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DO1 NG-E NG LIS H - LESS0 N S 279he
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DOING-ENGLISH-LESSONS 281to where?>
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DO IN G - E N G L IS H - L E S SO N
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DO1 N G - E N G L IS H - L E SSO N
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Chapter 18Assia SlimaniEVALUATION O
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EVALUATION OF CLASSROOM INTERACTION
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~ (1983)~ (1EVALUATION OF CLASSROOM
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APPENDIX 2: UPTAKE IDENTIFICATION P
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NAVIGATING THE DISCOURSE 307psychol
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NAVIGATING THE DISCOURSE 309individ
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NAVIGATING THE DISCOURSE 311are not
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NAVIGATING THE DISCOURSE 313types o
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NAVIGATING THE DISCOURSE 315as appr
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NAVIGATING THE DISCOURSE 317learner
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NAVIGATING THE DISCOURSE 319the oth
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~ (1976b)NAVIGATING THE DISCOURSE 3
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Chapter 20Joan SwannRECORDING AND T
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RECORDING AND TRANSCRIBING TALI< 32
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RECORDING AND TRANSCRIBING TALK 327
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~andRECORDING AND TRANSCRIBING TALK
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Indexabsolute innovation 6 1academi
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INDEX 347discursive practices 3 10,
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INDEX 349teachers 6, 22740; constru
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3INDEX 351sampling 323 4Sapir, E. 1
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