I want to show in the following how the Communicative Language Teaching (CLT) approach is realized theoretically and practically in the environment of an EFL classroom; especially the factors of motivation and the use of humor are outstanding.
In consequence of the predominant language learning concept of CLT, the overarching goal of language teaching became communicative competence - "the ability of individuals to act in different situations linguistically appropriate". Suddenly though, communicative competence and meaning became the primary goals. For teachers, that fundamental communicative change in language learning meant that they could have helped leaners from then on in any way that motivates them to work with the language itself.
Moreover, the course of action of the teacher expanded enormously, while amongst students an extension of interaction and social forms took place. Instead of the rather conservative, grammar focussed approaches and direct teaching the methodology of "creative writings" - the use of authentic texts, creativity-based learning, problem-solving and student-activating activity based grammar work succeeded.
Accordingly, the enhancement of communication, pair and group activities in the classroom, the reduction of the teacher's guidance on favor of the students' activation are other crucial goals of the CLT. The overall approach allows the teacher to adjust more opportunities, values, contents, goals and procedures to the interest of his learners and to keep his methods of teaching open.
Table of Contents
1. Introduction
2. Theory – classroom interaction
2.1. Motivation
2.2. The discursive classroom
2.3. Reducing TTT
2.4. Increasing STT
2.5 Balanced teaching
3. Practice – using humor in the classroom
3.1. Humorous tasks/activities and its advantages
3.2. Dangers of using humor in the classroom
4. Conclusion
Research Objectives and Key Topics
This paper explores how communicative language teaching (CLT) principles can be effectively applied in the EFL classroom, specifically focusing on strategies to increase student interaction by reducing teacher talking time (TTT) and incorporating humor as a pedagogical tool.
- Theoretical foundations of Communicative Language Teaching (CLT)
- Methods for reducing Teacher Talking Time (TTT) and enhancing Student Talking Time (STT)
- The role of motivation and classroom discourse in language learning
- Practical applications of humor to foster a positive, anxiety-free learning environment
- Balancing traditional and modern teaching structures for effective student engagement
Excerpt from the Book
3.1. Humorous tasks/activities and its advantages
The classroom is a multilayered context with overarching pedagogical objectives. Humor is important regarding two different aims on students’ side: First, to reduce their anxiety in a more relaxed classroom atmosphere. We have to keep Krashens studies (1982) in mind, exposing the advantages in learning progresses through high motivation, self-confidence and a lack of anxiety.
Furthermore, according to recent developments in international language teaching, humor became a crucial factor of cultural and social transmission and simplifies the sociolinguistic difficulties of a target culture. While Attardo (1994) differentiated between the primary, social functions of humor such as communication, decommitment, mediation and defunctionalization, according to Schmitz (2002) there even is a clear differentiation between universal-, culture- or linguistic-based forms of humor in the teaching situation. Overall, the most relevant characteristics of humor in the classroom content are the references to common knowledge the participants must share, which establishes the group solidarity that is necessary in a conversation, and the game-like modalities and playfulness (Kotthoff 1998). Finally, a tensed situation such as a criticizing a student can be relaxed by a humorous teacher comment or phrase (Wagner, Urios-Aparisi 2008: 209).
Chapter Summaries
1. Introduction: This chapter outlines the shift towards Communicative Language Teaching (CLT) and introduces the paper’s goal of examining how CLT is realized through motivation and the use of humor.
2. Theory – classroom interaction: This section investigates factors influencing classroom interaction, including motivation, student-teacher dynamics, and the reduction of teacher talk to promote student participation.
2.1. Motivation: This chapter categorizes motivation into integrative, instrumental, extrinsic, and intrinsic types, highlighting their impact on the learner's identity and the teaching environment.
2.2. The discursive classroom: This chapter discusses Widdowson’s approach to extending traditional grammar-focused teaching into a more communicative and discursive practice.
2.3. Reducing TTT: This chapter focuses on practical preparation and classroom management techniques that help teachers minimize their own talking time to benefit student learning.
2.4. Increasing STT: This chapter explores methods such as pair and group work to encourage students to initiate interaction and express their own thoughts.
2.5 Balanced teaching: This chapter advocates for a mix of open and closed teaching methods to create a balanced structure that supports varied social and learning situations.
3. Practice – using humor in the classroom: This chapter explores the role of humor as a mediator in learning, categorizing it by form and examining its impact on student perception and acquisition.
3.1. Humorous tasks/activities and its advantages: This chapter demonstrates how humor reduces anxiety and increases group solidarity through specific pedagogical tasks and activities.
3.2. Dangers of using humor in the classroom: This chapter warns against the misuse of humor that can disrupt learning, lower authority, or lead to unproductive classroom tones.
4. Conclusion: The final chapter summarizes the importance of balancing interaction patterns and highlights content presentation and cultural mediation as core aspects of foreign language teaching.
Keywords
Communicative Language Teaching, CLT, EFL Classroom, Teacher Talking Time, TTT, Student Talking Time, STT, Classroom Interaction, Humor, Motivation, Classroom Discourse, Affective Filter, Balanced Teaching, Pedagogy, Language Acquisition
Frequently Asked Questions
What is the core focus of this work?
The work primarily examines how to enhance student interaction in the English as a Foreign Language (EFL) classroom by reducing teacher-centered instruction and integrating humor as an effective teaching tool.
What are the main thematic areas discussed?
The main themes include Communicative Language Teaching (CLT), classroom discourse, motivation strategies, methods for increasing Student Talking Time (STT), and the practical application of humor in pedagogical settings.
What is the primary goal of the research?
The research aims to demonstrate how teachers can shift from a teacher-dominated environment to a more student-centered, communicative classroom that fosters better learning outcomes through engagement and reduced anxiety.
Which scientific methods or approaches are applied?
The paper utilizes a pedagogical and theoretical review, drawing upon established models like Krashen's affective filter hypothesis and Thaler's concepts of balanced teaching to inform its practical recommendations.
What does the main body of the text cover?
The main body covers theoretical frameworks for interaction, practical strategies for teacher-student dynamics, a critical look at reducing teacher talk versus increasing student talk, and a specific section dedicated to the risks and benefits of using humor.
Which keywords define this paper?
The work is defined by concepts such as Communicative Language Teaching (CLT), classroom interaction, humor, student-centered learning, motivation, and balanced teaching strategies.
How does the author propose to use humor in the classroom?
The author suggests using humor through planned activities like cartoons, anecdotes, and game-like tasks that are tied to the curriculum, rather than using humor merely for interruption or distraction.
What are the identified dangers of using humor?
The primary dangers include setting an unprofessional tone, allowing humor to signal the end of a lesson, and focusing on jokes to the point where actual educational content is forgotten by the students.
- Quote paper
- Christian Rickauer (Author), 2014, The Usage of Humor in the Language Classroom, Munich, GRIN Verlag, https://www.grin.com/document/496149
