The main goal of this paper is to clarify and ask how important is the role of teachers in Communicative Language Teaching (CLT)? To answer this question, CLT is first defined. After that, the development of CLT will be looked at, followed by the most important core assumptions. Then it becomes more school specific and the influence of CLT on the EFL classroom will be analysed, where two other teaching methods that have their origin in CLT will be introduced.
Foreign languages are an important topic in schools, while especially the English language is foregrounded. Learning the English language here in Germany is obligatory with the beginning of school life, even though this might change in the near future. As we all know, the best way to learn a language is to speak it, over and over again. Because without communication and speaking the language, you will never speak a language fluently, no matter how well you master the individual grammatical rules. Of course, also the content of the language someone is learning is important. Consequently, the content needs to be adapted to the respective students and classes in order to prepare these people for mastering real-life situations. Following this, there are several interesting methods of teaching second or foreign languages. One of the most popular methods is called “Communicative Language Teaching”. This method is mainly used when teachers try to teach second languages to students in a communicative way.
Table of Contents
1 Introduction
2 Communicative Language Teaching – Definition
3 The change of Communicative Language Teaching over the years
4 Core assumptions of Communicative Language Teaching
5 The impact of Communicative Language Teaching in EFL classroom
6 Different methodologies of Communicative Language Teaching
6.1 Content-based instruction
6.2 Task-Based Instruction
7 Role of the teacher in Communicative Language Teaching
8 Role of the learner in Communicative Language Teaching
9 Conclusion
Research Objective and Core Topics
This paper examines the significance of the teacher's role within the framework of Communicative Language Teaching (CLT), aiming to clarify how educators facilitate successful language acquisition in the English as a foreign language (EFL) classroom.
- Theoretical development of CLT from Chomsky to Hymes
- Core pedagogical assumptions underpinning CLT
- Methodological extensions: Content-based and Task-based instruction
- The shifting dynamic of teacher-student roles in communicative settings
- Strategies for overcoming student anxiety and fostering real-life communication
Excerpt from the Book
7 Role of the teacher in Communicative Language Teaching
With the introduction of CLT in the English as a foreign language classroom, the roles of teachers and students have significantly changed. From my own experience, I can say that foreign language teaching always classically consists of working on grammar tasks alone and then correcting them together in the plenary. While the students work on these tasks, the teacher is going around the class and is trying to help the students. In CLT, teachers now take on new roles which are described by Breen and Candlin (1980) as follows:” The teacher has two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group” (Breen & Candlin, 1980, p.99). The teacher now withdraws more from the lesson and leaves the communication to the students so that they learn to speak the language fluently.
So, if the teacher talks less, it is not a sign of ignorance or absence, but a positive signal to the students that the current part of the lesson is going very well. Therefore, the teacher does not have a too dominant role anymore (cf. Larsen-Freeman, D. 2000). The teacher is now more dependent on the cooperation and collaboration of his students, so that they help him to create a successful lesson. In order to complete this successful lesson, the teacher must of course also do his part.
Chapter Summaries
1 Introduction: Provides an overview of the importance of English as a global language and introduces the research question regarding the teacher's role in CLT.
2 Communicative Language Teaching – Definition: Defines CLT as a teaching approach originating in the late 1960s that prioritizes communication as the primary focus.
3 The change of Communicative Language Teaching over the years: Discusses the evolution from Chomsky's 'Linguistic Competence' to Hymes' 'Communicative Competence'.
4 Core assumptions of Communicative Language Teaching: Outlines the fundamental principles, including language learning as a trial-and-error process and the necessity of meaningful interaction.
5 The impact of Communicative Language Teaching in EFL classroom: Analyzes how CLT influences classroom dynamics and the teacher's responsibility in facilitating oral and written tasks.
6 Different methodologies of Communicative Language Teaching: Explores Content-based and Task-based instruction as practical extensions of the CLT approach.
7 Role of the teacher in Communicative Language Teaching: Examines the teacher’s transition from a dominant authority to a facilitator and adviser.
8 Role of the learner in Communicative Language Teaching: Highlights the increased responsibility and active participation required from students in a learner-oriented environment.
9 Conclusion: Summarizes findings and reiterates that the teacher acts as the essential guarantor for the successful application of CLT.
Keywords
Communicative Language Teaching, CLT, EFL Classroom, Linguistic Competence, Communicative Competence, Teacher Role, Learner-Oriented, Language Acquisition, Content-Based Instruction, Task-Based Instruction, Fluency, Grammar, Interaction, Classroom Dynamics, Student Motivation.
Frequently Asked Questions
What is the primary focus of this academic paper?
The paper explores the importance of the teacher's role within the Communicative Language Teaching (CLT) framework and how this role facilitates English language acquisition.
What are the central themes covered in the text?
Key themes include the evolution of communicative theories, the core assumptions of CLT, methodology types like CBI and TBI, and the shifting dynamics between teachers and learners.
What is the central research question?
The study specifically asks: "How important is the role of teachers in Communicative Language Teaching?"
Which scientific methodology is primarily applied?
The work utilizes a literature-based analysis, drawing upon foundational theories from linguists such as Noam Chomsky, Dell Hymes, and Jack C. Richards.
What does the main body of the text address?
It covers the definition and history of CLT, its core assumptions, its practical application in the classroom, and specific methodological extensions.
Which keywords best characterize this work?
The study is defined by terms such as CLT, Communicative Competence, teacher facilitation, learner autonomy, and language fluency.
How does the role of the teacher differ in CLT compared to traditional methods?
In CLT, the teacher acts as a facilitator and adviser rather than a dominant source of knowledge, allowing students more space to practice the language.
Why is Content-Based Instruction (CBI) considered an extension of CLT?
CBI is seen as an extension because it uses subject matter to facilitate language learning, aligning with the CLT goal of using language meaningfully in context.
What is the main challenge for teachers according to the conclusion?
The teacher must balance providing structure and content with the need to take a step back, ensuring that students remain the primary communicators in the classroom.
How does group work contribute to the goals of CLT?
Group work encourages students to interact with peers in the target language, which helps reduce anxiety about making mistakes and fosters greater fluency.
- Citar trabajo
- Moritz Otten (Autor), 2021, Communicative Language Teaching (CLT), Múnich, GRIN Verlag, https://www.grin.com/document/1130628
