Unit 1:
Introduction to
Communicative
Language Teaching
Lic. Vanessa Orozco J., MSc.
Topic 2: Communicative
approaches and methods
•Subtopic 1: Approaches
•Subtopic 2: Methods
Differentiate the communicative approaches and
methods that have contributed to CLT for its correct
implementation in the classroom.
Think-Share:
Think about your past learning
experiences. How was English
taught to you?
Approach Method
(The “Why” of Teaching) (The “How” of Teaching)
A theory of language and A systematic procedure
learning that forms the for teaching a language,
foundation of teaching derived from an
practices (Richards & approach.
Rodgers, 2001). Example: Task-Based
Example: Communicative Language Teaching
Language Teaching (CLT) (TBLT) follows CLT
prioritizes meaning over principles by using real-
form. world tasks.
Approach = Philosophy →
Students acquire
language best through
interaction.
Technique = Activity → A
restaurant dialogue role-
play allows students to
Method = Strategy → practice interaction.
Role-plays, discussions,
and simulations
support interaction.
Developed by Krashen & Terrell (1977-
1983)
Focus: Language is acquired naturally
through exposure, not memorization.
Key Principle: Students listen before
they speak (like first language
acquisition).
Emphasizes: Meaning over grammar,
input-based learning, and a low-stress
environment.
Natural Order Hypothesis
Grammar structures are acquired
in a predictable order, independent
of instruction.
The Acquisition-Learning Hypothesis
Acquisition = Natural, subconscious learning
through comprehensible input.
Learning = Conscious grammar study (does not
lead to fluency).
Monitor Hypothesis
Students can "monitor" their speech with
learned grammar, but fluency comes from
acquired language.
Input Hypothesis (i+1)
Students acquire language when exposed to
slightly more advanced input than their
current level.
Affective Filter Hypothesis
Stress, anxiety, or lack of motivation block
language acquisition.
Think-Share:
Teacher’s role
1. Primary source of
comprehensible input in the
target language.
2. Creates a classroom atmosphere
that is interesting, friendly and low
affective filter (for learning).
3. Must choose and orchestrate a
rich mix of classroom activities.
The following is an example of "teacher talk" in comprehensible input:
- T: What is your name?
- B: Brianna
- T: Everyone, look at Brianna. Brianna has long, brown curly hair (using context and gesticulations to make meaning of
hair, long, curly, brown, blond)
- T: What is the name of the student with long, brown curly hair?
- Ss: (Class responds with name only.)
- T: What is your name (choosing another student)?
- J: James
- T: Look at James. Does James have long hair? (Use gesticulations to contrast long-short.)
- Ss: Class responds, No.
- T: Is his hair brown?
- Ss: No.
- T: Is it blond (use context and gesticulations)?
- Ss: Yes
- T: James is the student with short, blond hair.
- T: What is the name of the student with long, brown curly hair?
- Ss: Brianna.
Meaningful practice activities
Basic personal communication skills - ORAL
Listen to announcements in public spaces Listen to radio, television, movies, music
Basic personal communication skills - WRITTEN
Read and write notes for Friends or workers Read advertisements
Academic learning skills - ORAL
Present a class report Listen to a lecture
Developed by Coyle, Hood & Marsh
(2010)
Students learn subject content (e.g.,
science, history) in English.
Based on cognitive processing +
language learning simultaneously.
Encourages higher-order thinking skills
(HOTS).
• Oral and • Thinking or • Ourselves and
Cognition
• Art
Culture
Communication
Content
• Economics written forms Cognitive skills other cultures
• Environmental • Meaningful • Reasoning • Positive
studies interaction • Creative attitudes
• Geography • Self-evaluation thinking • Responsibility
• Mathematics and peer and • Evaluating of global and
group feedback local citizenship
• Music
• Local
• PE (Physical environment
education) projects.
• Others
The four Cs -
4C’s
summary
Lesca, U. (2012). 4C’s as basic components. An introduction to CLIL.
CLIL INTERNALISATION: SCAFFOLDING AND ZPD
Attard et al. (2016). Scaffolding, Support, & Internalisation. The CLIL Guidebook.
Six videos demonstrating
CLIL used in classes from
primary schools and
vocational colleges.
Watch the video and
identify how the 4Cs are
applied.
https://www.youtube.com/watch?v=dFuCrxRobh0
Methods
TOTALPHYSICAL RESPONSE - TPR
Consists basically of obeying The commands become more Students speak only when
commands given by the complex as the class they are "ready“.
instructor that involve an overt progresses.
physical response.
TPR can be used to teach and practice many
things
Tenses past/present/future
Vocabulary connected with and continuous aspects
(Every morning I clean my Classroom language (Open
actions (smile, chop,
headache, wriggle) teeth, I make my bed, I eat your books)
breakfast)
Imperatives/Instructions
Storytelling
(Stand up, close your eyes)
Total
Physical
Response
(TPR)
Action
stories:
Identify and
describe the
steps to
teach using
TPR
https://www.yout ube.com/watch?v=1Mk6RRf4kKs&t=50s
Total Physical
Response
(TPR)
What are the
positive aspects
and drawbacks of
this approach.
TPR is
Fun and
inclusive.
easy.
Advantages
Good tool
for Does not
building require long
vocabulary preparations.
for long-
term
retention .
Preparatio
n becomes Challenge
an issue at for shy
higher students.
Disadvantages levels.
Can No
become opportunity
too to talk in a
repetitive creative
and manner.
boring.
Audiolingual
method
Facts
The use of Based on behavioral
grammatical psychology
sentence patterns. (Skinner).
Conditioning helping
learners to respond
correctly to stimuli
Habit-formation. through shaping and
reinforcement.
The audio-lingual Audiolingualism
method places a In audiolingualism, pays close attention
strong emphasis on the primary unit of to the
the development of language is the pronunciation and
oral language skills. sentence. Instead sound patterns of
of merely teaching the target
The focus extends isolated vocabulary
beyond individual language.
words, the
vocabulary words; approach Learners are
it centers on emphasizes encouraged to
sentences and constructing and practice correct
sound patterns practicing complete pronunciation,
within the sentences. intonation, and
language. rhythm.
Types of activities
Repetition:
•Teacher: "The sun is shining."
•Student: "The sun is shining."
•Teacher: "The birds are singing."
•Student: "The birds are singing.“
In repetition drilling, learners repeat the
exact utterance as soon as they hear it
from the teacher. This helps improve
pronunciation, intonation, and sentence
structure. It builds confidence in
speaking and listening.
Types of activities
Addition:
•Teacher: "The cat is on the mat."
•Student: "The small cat is on the soft mat."
•Teacher: "The dog barks loudly."
•Student: "The friendly dog barks loudly.“
Addition drills involve repeating a pattern
and then expanding it by adding a few
words.
This technique encourages students to
enhance vocabulary and create more
complex sentences.
Types of activities
Inflection:
•Teacher: "He is my friend."
•Student: "She is my friend."
•Teacher: "I have a red pen."
•Student: "I have a blue pen.“
In inflection drills, learners repeat sentences
with a word modified to appear in a different
form. It helps practice different forms of
words, such as singular/plural or
present/past tense.
Types of activities
Restatement:
•Teacher: "Tell your neighbor you like pizza."
•Student 1: "I enjoy eating pizza."
•Student 2: "Pizza is my favorite food.“
Restatement drills require learners to
rephrase an utterance and address it to
someone else according to given
instructions.
It promotes communication skills and
variation in language use.
Types of activities
Completion:
•Teacher: "I have a black __."
•Student: "I have a black cat."
•Teacher: "She is a good __."
•Student: "She is a good friend.“
Completion drills provide sentences that are
incomplete except for one missing word.
Learners repeat the sentence with the
missing word, reinforcing vocabulary and
comprehension.
Types of activities
Transposition:
•Teacher: "He plays soccer well."
•Student: "Well, he plays soccer."
•Teacher: "She sings beautifully."
•Student: "Beautifully, she sings.“
Transposition drills involve changing word
order in a sentence while adding a word.
This helps learners understand the flexibility
of word order in a language and its impact
on meaning.
Collaborative work
Workshop week 1:
Hit the link and follow the
instructions:
https://bit.ly/3R9fdi6
Thank You
Ahmad, M. (2016). EFL Teachers’ Perceptions on the Usefulness of
Communicative Language
Teaching (CLT). In: English Lecture. Abu Dhabi: Syscoms College.
Howatt, A. (1984). A history of English language teaching. Oxford: OUP.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in
Language teaching 3rd edition. Oxford University Press.
Richards, J. (2006). Communicative Language Teaching Today.
Cambridge University Press, New York.
Richards, J., & Rodgers, T. (1986). Approaches and Methods in Language
Teaching. Cambridge, United Kingdom: Cambridge University Press.
Savignon, S. (2002). Interpreting Communicative Language Teaching.
Contexts and concerns in
teaching education. Yale University Press. London.
Thornbury, S. & Slade, D. (2006). Conversation: from Description to
Pedagogy. Cambridge University Press, United Kingdom.
Wilkins, D. A. (1972). Linguistics in Language Teaching. Cambridge: MFT
Press.