Communicative Language Teaching (A functional approach since 1970s): it is an approach, not a method; a unified but broadly based theoretical position about the nature of language and of language learning and teaching. Definition • Teaching materials needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes • follows a Notional Syllabus or some other communicatively organized syllabus and emphasizes the processes of communication, such as using language appropriately in different kinds of tasks, e.g. • to solve puzzles, to get information, and using language for social interaction with other people The principles • communication, task, meaningfulness principles • the communication principle: Activities that involve communication promote lg learning. • the task principle: Activities that involve the completion of real-world tasks promote learning. • the meaningfulness principle: Learners must be engaged in meaningful and authentic language use for learning to take place. • The role of the teacher: 1- facilitator of students’ learning 2- manager of classroom activities 3- advisor 4- co-communicator • The role of the learner: 1- negotiator 2- communicator 3- contributor 4- independent learner Main features • Emphasis on learning to communicate in the TL • The introduction of authentic texts into learning situations • Focus on the learning process • Making use of learner’s own personal experiences • Creating real communication situations in the classroom Influences • The primary function of language is for interaction and communication. • Language is a system for the expression of meaning. • The activities that truly communicative have features of information gap, choice, and feedback; they must be guided by the teacher for unrehearsed situations. • Authentic materials should be used. • True communication is purposeful. • Activities are better carried out in small groups in which interaction among students are maximized. Criticism • Being prejudiced in favor of native-speaker teachers by demanding a relatively • uncontrolled range of language use and expecting the teacher to be able to respond to any and every language problem which may come up. • A basis of group and pair work and less teacher intervention against education traditions • Lack of the explicit teaching of grammar -> a consequent loss among students in accuracy in the pursuit of fluency. Practice in the Classroom • Grammatical structures had better be subsumed under various functional categories. • Authentic materials are preferred. • There should be less attention to grammatical rules but fluency should never be encouraged at the expense of clear, unambiguous, direct communication. • Technology and increased teachers’ lg proficiency now make achieving the goals of CLT possible. Non-communicative activities • • • • • • No communicative desire No communicative purpose Form not content One language item only Teacher intervention Materials control Communicative activities • • • • • • A desire to communicate A communicative purpose Content not form Variety of language No teacher intervention No materials control Student participation • • • • • • • • 1- Mohammad Al-Roumi 2-Mohammad Al-Shmaly 3-Abdulaziz Al-Roumi 4-Abdulaziz Al-Baddah 5-Ahmad Al-Farhood 6-Abdulmajed Al-Hadba 7-Abdulmohsen Al-Tayar 8-Mohammed AL-Hilfi