Principled approach to language pedagogy and CLT

Principled approach to language pedagogy and CLT

Introduction

It is only through approach and method that teachers may suit their teaching goals, increase students’ performance, and create a dynamic classroom process. In achieving these targets, however, teachers need to understand about types of approach and the method tailored best in their class room. Therefore, it is the teachers’ responsibility to highlight the importance of applying CLT approach in their classroom. This paper reflects the relationship between approach to language pedagogy and CLT particularly discussing written summary 2 reading set 1.

Summary of reading

The collaboration between approach and classroom task is the main key in accomplishing a dynamic classroom which helps the students to learn the target language effectively (Brown 2000). Teachers can determine the factors hindering the success of the students in using language as a tool for communication. For this reason, students should use language communicatively.

Teachers traditionally stress on teaching small elements of language such as how to master grammar and pay less attention to communicative activities. In addition, students tend to study grammar rather than study other skills in the sense that students need to understand one before moving to the next (Lewis 1997). Teachers’ role is extremely important in equipping students with ample knowledge. However, less attention is given to students to contribute to the process of learning; this according to Nunan (1999) is described as a high-structure teaching. Conversely, Nunan and Lamb’s study in 1996 (cited in Nunan, 1999) discuss that ‘the low-structure teaching will lead the student to much involved in learning situation’.

 In order to achieve language proficiency, students should not only focus on language structure but also producing language communicatively Florez & Burst (2001 p. 28). In conjunction to this, Richard and Rodgers (2001) (cited in Jacob and Farrel, 2003) assert that ‘Language is a system for expression of meaning’. This means that students should be given more time to express their ideas orally. Thus in CLT, language pedagogy is based on using language for communication rather than discussing a set of grammatical patterns (Yoon, 2004). In relation to this, Krashen in his study (1982) (cited in Yoon, 2004) strongly argue that teaching language structure is not crucial in language learning. Furthermore, Beale (2002, p. 4) points out that language learning principle in CLT is underpinned into three categories:  language based context, the necessary of natural communication and the importance of learner role in language teaching. Beale (2002) also claims that the major contribution of CLT in language teaching is based on the ‘PPP’ (presentation, practice, and production). Finally Beale (2002) said that the role of the teachers in language teaching is to provide opportunities as well as activities which encourage students to use language as a system of formal communication.

Teaching practice

In order to apply CLT approach in language teaching, it is necessary to boost teachers to use lots of communicative task such as role-play, game, simulation, debate, interview, oral presentation which attracts students to speak. In this case, Beale (2002, p. 8) believes that such activities play central part for the students to interpret, forecast, define, match, argue, share, and repeat. In relation to students performance, Burn and Joyce (1997, p. 48) concede that ‘the speaker must also manage discrete elements such as turn taking, rephrasing, providing feedback or redirecting therefore at the end of the conversation or any part of utterances may comprehensibly be achieved’. Furthermore Carter and McCarthy (1995) reveal that in teaching speaking one can apply several steps such as ‘preparation, practice, evaluation, and extension’. These steps in language learning lead have a positive outcome for the students to experience in language learning. According to Hiep (2007) applying CLT in the classroom may be ‘uniform’. However, she contends that this uniformity can be different depending on certain context and the purposes of activities.

One of pedagogical principles of CLT is bringing real life situation into classroom. Acording to Nunan (1989) (cited in Hiep, 2007) carrying out communicative activities, which motivate learners to speak, present communicative based tasks may be administered using ‘authentic material and task based’. Teachers may use several steps to implement CLT such as getting to know their students and their needs, using visuals to support their instruction, modeling tasks before asking learners to do them, bringing authentic materials to the classroom, and fostering a safe   classroom environment (Florez and Burt, 2001). There are many authentic materials which can be applied in communicative activities for instance teacher may ask the students to perform drama or role play based on a hotel scenario or in a restaurant situation so students can act as a customer and the other as a receptionist. In this role the teacher just gives guidance on how to order menus, find hotel or book a room. By using authentic language, students will acquire about a greater language learning and broader cultural perspective about target language.

In the beginning of the class, teachers should encourage students to speak in the classroom. Teachers may give a warming up activity such as asking about the students’ weekend. Students may be asked to give a summary of which they have read and then give an oral report. Whereas the students can listen and ask a question about the topic. 

Teachers also may introduce interesting topics dealing with daily activities, hobbies, favorite music, sports, and movies. As a class monitor, the teacher will watch the students’ activities and give feedback at the end of the class dealing with grammatical errors, wrong pronunciation, and words diction.

Conclusion

In conclusion, teaching foreign language needs to implement appropriate approach.  CLT is recognized as an approach rather than method. In order to apply communicative or CLT approach, teachers may adapt some pedagogical activities such as ‘solving problem, asking favors, expressing feeling’ Yoon (2004). In speaking activities, grammar occupies an important position. However, less attention is given in communicative activities. Replacing grammar in communicative approach will narrow down the grammatical accuracy of the students in writing and speaking. In order to solve this problem, teachers may design their own strategy such as integrating micro (grammar, pronunciation, and vocabulary and macro skills (listening and speaking) to develop communicative competence.  

References

Beale, J. (2002). Is Communicative Language Teaching a Thing of the Past?. [Online] http://www.jasonbeale.com/essaypages/clt_essay.html [August, 23 2008]

Brown, H.D. (2000). Principles of Language Learning and Teaching (4^th Ed.): Toward a Principled Approach to Language Pedagogy. New York: Pearson Education

Burn, A., & Joyce, H., 1997. Focus on Speaking National Center for English Language Teaching and Research. [Online] (http://www. nceltr. mq. edu. Av/ Focuspe. Htm [October, 03 2008]

Carter, M. & McCarthy. 1995. Grammar and Spoken Language: Analysis for Language Teachers. Applied Linguistic 16 (2), 141-158 New York: Cambridge University Press.

Farrel Thomas, S.C., & Jacobs G.M. (2003). Understanding and implementing the CLT Paradigm. [Online] http://rel.Sagepub.com [August, 28 2008]

Hiep, P.H. (2007). Communicative Language Teaching: Unity within diversity. [Online] http://www.fds.oup.com/pdf/eltcatalogue/0-19-442159-7-a.pdf  [August, 29 2008]

Lewis, M. (1997).  Implementing the Lexical Approach: Putting Theory into Practice [On line] http://www-writing.berkeley.edu/TESl-EJ/ej09/r10.html [Sebtember,15 2008]

Nunan, D. (1999). Second  Language Teaching & Learning. Boston: Heinle &Heinle

Florez, M.C, and Burt, W (2001). Beginning to Work with Adult English Language Learners: Some Considerations. [On line]    http://www.marshalladulteducation.org/pdf/briefs/Beginning%20to%20Work%20with%20Adult%20English%20Language%20Learners.pdf  [September, 15 2008]

Yoon K.E (2004). CLT Theories and Practices in EFL Curricula: A Case Study of Korea [Online] http://www.asian.-efl-journal.com/september_04_yke.php [August, 23 2008]