THE MINISTRY OF HIGHER AND SECONDARY EDUCATION OF THE REPUBLIC OF UZBEKISTAN NAVOI STATE PEDAGOGICAL INSTITUTE FACULTY OF FOREIGN LANGUAGES THE DEPARTMENT. - презентация

1 THE MINISTRY OF HIGHER AND SECONDARY EDUCATION OF THE REPUBLIC OF UZBEKISTAN NAVOI STATE PEDAGOGICAL INSTITUTE FACULTY OF FOREIGN LANGUAGES THE DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE COURSE PAPER ON THE THEME: THE PRINCIPALS OF COMMUNICATIVE LANGUAGE TEACHING SUBJECT: METHODOLOGY Researcher: N.N. Ochilova Scientific adviser: S. K. Khasanova

2 T HE ORIGINS OF C OMMUNICATIVE L ANGUAGE T EACHING The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. It was Noam Chomsky's theories in the 1960s, focusing on competence and performance in language learning, that gave rise to communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by linguists Michael Halliday, who studied how language functions are expressed through grammar, and Dell Hymes, who introduced the idea of a wider communicative competence instead of Chomsky's narrower linguistic competence.Noam Chomsky

3 D EFINING C OMMUNICATIVE L ANGUAGE APPROACH Communicative language teaching is not a method. It is a guided idea. The purpose of Communicative Language Teaching is to help students produce authentic language and communicate with others.

4 C RITICAL VIEW OF USING CLT DURING THE LESSONS In his critique of CLT, Michael Swan addresses both the theoretical and practical problems with CLT. In his critique, he mentions that CLT is not an altogether cohesive subject, but one in which theoretical understandings (by linguists) and practical understandings (by language teachers) differ greatly.Michael Swan

5 P RINCIPLES OF C OMMUNICATIVE L ANGUAGE T EACHING Principle 1: Use Tasks as an Organizational Principle Principle 2: Promote Learning by Doing Principle 3: Input Needs to Be Rich Principle 4: Input Needs to Be Meaningful, Comprehensible, and Elaborated Principle 5: Promote Cooperative and Collaborative Learning Principle 6: Focus on Form Principle 7: Provide Error Corrective Feedback Principle 8: Recognize and Respect Affective Factors of Learning

6 C HALLENGES IN C OMMUNICATIVE L ANGUAGE T EACHING CLT or a task-based approach is not a panacea to language teaching. There are numerous challenges to making communicative language teaching happen. These issues have to do with the choice of content, context, specific skill areas, and particular learning tasks that determine a curriculum.

7 E FFICIENCY OF CLT Communicative Language Teaching accommodates all learning styles, and does not restrict the effective learning of a language to the analytical learner only as is typically the case with Grammar Translation Method. It allows for all students to climb to their maximum levels in the language, so that all students end up performing better than they would with Grammar Translation Method.CLT is a much more natural way for multi-lingual to learn new languages. These multi-lingual recognized the difference between learning about a language and learning the language.

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