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 instruction
- Task-based instruction
- Product-based CLT approaches
- Text-based instruction
- Competency-based instruction
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay provides a critical overview and comparison of various current approaches to communicative language teaching (CLT), drawing examples from English language teaching settings in Australia. The objective is to analyze the strengths and weaknesses of different CLT methodologies, highlighting their practical applications and limitations.
- Communicative Language Teaching (CLT) and its principles
- Process-based CLT approaches (content-based and task-based instruction)
- Product-based CLT approaches (text-based and competency-based instruction)
- Comparison and contrast of different CLT approaches
- Examples of CLT application in Australian English language teaching contexts
Zusammenfassung der Kapitel (Chapter Summaries)
Current Language Teaching Approaches: This introductory section sets the stage by discussing the growing need for effective English language teaching methodologies in the context of globalization. It briefly outlines the evolution of language teaching approaches, from traditional grammar-focused methods to the emergence of communicative language teaching (CLT), and introduces the various CLT approaches that will be examined in detail throughout the essay.
Communicative Language Teaching (CLT): This section delves into the core principles of CLT, emphasizing the importance of developing communicative competence—the ability to use language effectively in real-world situations. It highlights the shift from a focus solely on grammatical accuracy to an emphasis on meaning-centered communication and the use of authentic materials. The section discusses the role of learner interaction, fluency-based activities, and the acceptance of errors as a natural part of language acquisition. The importance of learner independence and the teacher's role as a facilitator are also stressed. However, it acknowledges criticisms of CLT's neglect of cultural context and student preferences.
Process-based CLT approaches: This section explores two process-based extensions of CLT: content-based instruction (CBI) and task-based instruction (TBI). CBI utilizes subject matter content as the vehicle for language learning, linking grammatical competence to the content being taught. The section provides an example of a high school ESL program in Australia that successfully implemented CBI by tailoring topics to student interests and needs. However, it also points out the potential weaknesses of CBI, such as the possibility of neglecting grammatical accuracy and the need for teachers to possess subject matter expertise. TBI, on the other hand, centers on the completion of communicative tasks, arguing that focusing on task completion facilitates language acquisition. The section discusses various task types used in TBI, contrasting it with traditional grammar-focused methods like PPP (presentation, practice, production). It also notes criticisms regarding the potential for neglecting grammatical correctness and the difficulty of basing an entire pedagogical methodology on tasks.
Product-based CLT approaches: This section examines two product-based approaches: text-based instruction (TBI) and competency-based instruction (CBI). Text-based instruction emphasizes learners' interaction with whole texts in authentic contexts. It highlights the importance of analyzing text types relevant to specific contexts, such as university study or workplace settings, and the integration of grammar, vocabulary, and communication skills through text mastery. The section discusses examples such as the Certificates in Spoken and Written English in Australia. However, it also points out criticisms concerning a potential narrow focus on specific skills and the risk of repetitiveness. Competency-based instruction (CBIT), focuses on the competencies acquired by learners, rather than the training process itself. It is often used in vocational training and adult language programs. The section discusses the AMEP's adoption of a competency-based curriculum and the link between competency-based and text-based approaches. However, it also mentions criticisms of CBIT as a potentially reductionist approach that might overlook broader aspects of language learning, like critical thinking.
Schlüsselwörter (Keywords)
Communicative Language Teaching (CLT), Content-based Instruction (CBI), Task-based Instruction (TBI), Text-based Instruction, Competency-based Instruction (CBIT), Communicative Competence, Authentic Materials, Language Acquisition, Error Correction, ESL, AMEP, Genre-based Approach, Australia.
Frequently Asked Questions: A Comprehensive Language Preview
What is the purpose of this document?
This document provides a comprehensive overview of various current approaches to communicative language teaching (CLT), primarily focusing on English language teaching in Australia. It analyzes their strengths, weaknesses, practical applications, and limitations.
What are the key approaches to communicative language teaching (CLT) discussed?
The document examines CLT in general, then delves into both process-based and product-based approaches. Process-based approaches include Content-based Instruction (CBI) and Task-based Instruction (TBI). Product-based approaches include Text-based Instruction and Competency-based Instruction (CBIT).
What is Communicative Language Teaching (CLT)?
CLT emphasizes developing communicative competence—the ability to use language effectively in real-world situations. It shifts focus from grammatical accuracy to meaning-centered communication, utilizing authentic materials and learner interaction. However, criticisms include potential neglect of cultural context and student preferences.
What is Content-based Instruction (CBI)?
CBI uses subject matter content as a vehicle for language learning, linking grammatical competence to the content being taught. While effective when tailored to student interests, it might neglect grammatical accuracy and requires teachers with subject matter expertise.
What is Task-based Instruction (TBI)?
TBI centers on completing communicative tasks, believing that task completion facilitates language acquisition. It contrasts with traditional grammar-focused methods. Criticisms include potential neglect of grammatical correctness and challenges in basing a whole pedagogy on tasks.
What is Text-based Instruction?
Text-based instruction emphasizes learner interaction with authentic texts in real-world contexts. It highlights analyzing text types relevant to specific contexts (university, workplace) and integrating grammar, vocabulary, and communication skills through text mastery. Criticisms include a potentially narrow focus on specific skills and repetitiveness.
What is Competency-based Instruction (CBIT)?
CBIT focuses on the competencies learners acquire, rather than the training process. Often used in vocational training and adult language programs, it links to text-based approaches. Criticisms include a potentially reductionist approach that may overlook broader aspects of language learning, such as critical thinking.
What examples are provided from Australian English language teaching contexts?
The document provides examples such as high school ESL programs using CBI, the Certificates in Spoken and Written English illustrating text-based instruction, and the AMEP's adoption of a competency-based curriculum.
What are the key takeaways of this document?
The document offers a critical comparison of various CLT approaches, highlighting their strengths and weaknesses in practical application within Australian English language teaching. It encourages a nuanced understanding of each approach and its suitability depending on specific contexts and learning objectives.
What are the keywords related to this document?
Communicative Language Teaching (CLT), Content-based Instruction (CBI), Task-based Instruction (TBI), Text-based Instruction, Competency-based Instruction (CBIT), Communicative Competence, Authentic Materials, Language Acquisition, Error Correction, ESL, AMEP, Genre-based Approach, Australia.
- Quote paper
- Ahmad Altasan (Author), 2016, Current Language Teaching Approaches, Munich, GRIN Verlag, https://www.grin.com/document/344431
