The spread of English in the era of globalization has led to a growing need for good communication skills in English. Hence there is a strong demand for an appropriate teaching methodology. Language teaching has gone through many changes in terms of methodologies used. First, the traditional approaches which focus on the mastery of grammar and then the communicative language teaching CLT emerged. In this essay, I am going to give a critical overview and comparison of these approaches with examples from English language teaching settings in Australia.
Inhaltsverzeichnis (Table of Contents)
- Current Language Teaching Approaches
- Communicative Language Teaching (CLT)
- Process-based CLT approaches
- Content-based approach (CBI)
- Task-based approach (TBI)
- Product-based CLT approaches
- Text-based approach (TBI)
- Competency-based approach (CBIT)
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay provides a critical overview and comparison of current language teaching approaches within the framework of Communicative Language Teaching (CLT), highlighting their strengths and weaknesses, and illustrating their application in English language teaching settings in Australia.
- The evolution of language teaching methodologies from traditional approaches to communicative language teaching.
- The key principles of CLT and its emphasis on communicative competence.
- An examination of process-based and product-based CLT approaches, including Content-based Instruction, Task-based Instruction, Text-based Instruction, and Competency-based Instruction.
- The challenges and limitations of CLT in different contexts, particularly in relation to cultural and contextual factors.
- The importance of considering individual student needs and interests in selecting and implementing language teaching approaches.
Zusammenfassung der Kapitel (Chapter Summaries)
The essay begins by outlining the historical development of language teaching methodologies, from traditional grammar-based approaches to the emergence of Communicative Language Teaching (CLT). It emphasizes the shift towards developing communicative competence, where students learn to use language effectively in real-world situations.
The essay then delves into the various approaches within CLT, categorizing them as either process-based or product-based. Process-based approaches, such as Content-based Instruction (CBI) and Task-based Instruction (TBI), prioritize the learning process and the activities that facilitate language acquisition. Product-based approaches, such as Text-based Instruction (TBI) and Competency-based Instruction (CBIT), focus on the outcomes of learning and the specific skills or competencies that students should develop.
Each approach is discussed in detail, including its rationale, strengths, weaknesses, and examples of its application in English language teaching settings in Australia. The essay also explores the challenges and limitations of CLT in different contexts, highlighting the need for flexibility and adaptation to meet the specific needs of learners.
Schlüsselwörter (Keywords)
Communicative Language Teaching (CLT), process-based approaches, product-based approaches, Content-based Instruction (CBI), Task-based Instruction (TBI), Text-based Instruction (TBI), Competency-based Instruction (CBIT), communicative competence, language acquisition, authentic materials, student needs, cultural context, English language teaching, Australia.
- Quote paper
- Ahmad Altasan (Author), 2016, Current Language Teaching Approaches, Munich, GRIN Verlag, https://www.grin.com/document/344431
