Comparison of Communicative Language Teaching and Tasked-ba Language Teaching
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There are many different approaches to teaching foreign languages. In my paper, l will compare the two teaching methods-- Communicative Language Teaching and Tasked-ba Language Teaching. The two method is very popular in EFL.
Communicative Language Teaching(CLT) Although it takes more effort and creativity on the part of the instructor, CLT is a much more effective tool in teaching foreign language in the classroom. In CLT, the instructor generally teaches the cond language entirely in the foreign language, even at the early levels of learning. The students communicate to each other and the instructor using meaningful ntences, and grammar instruction is almost never explicitly taught, instead it is implicitly taught through activities which involve games, "cultural artifacts", or props. The students are much more involved in CLT. With communication at the forefront of learning, the student, after veral weeks, will already have an astounding ability to conver in the cond language.
This method is learner-centered and emphasizes communication and real-life situations. Language is ud for communication. For this reason CLT makes u of communication to teach languages. 论革命
The role of the instructor in CLT is quite different from traditional teaching methods.
The teacher’s role in CLT:
In the traditional classroom the teacher is in charge and "controls" the learning.鸡爪怎么做好吃 In CLT the teacher rves as more of a facilitator allowing students to be in charge of their own learning.正能量语录短句 The teacher still ts up exercis and gives direction to the class but the students do much more speaking than in a traditional classroom. This responsibility to participate can often lead to an incread n of confidence in using the language.
The Students’ role in CLT:
苏醒近义词In CLT students practice everyday situations that involve communication such as asking someone for the time.
Social Context
In CLT students learn about language in social contexts such as the difference between speaking with an elder and a peer.
In the exercis the goal is for the student to communicate his or her needs and thoughts without worrying about having perfect grammar.
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The advantages of CLT:
Firstly, it allows learners to u the target language in meaningful contexts, thus bringing the real world into the classroom. Even at the Beginner level students want to learn English to communicate with people in their community. They want to be able to make an appointment with their GP in person or on the phone, give reasons for ailments, speak to their children’s teachers, ask for information or advice and to be able to speak with people in the community.
Secondly, the advantage is that this approach can be adapted to any level ranging from Pre-Beginner to Advanced and is suitable for class comprising students with different linguistic backgrounds and varying levels of communicative competence, thus allowing le
幼儿园寄语arners to interact with each according to their level of proficiency
Thirdly, the advantage is that the CLT approach enables the teacher to step back and take on the role of ‘facilitator’. The teacher is able to obrve individual learning through various tasks and is able to determine and respond to student’s need.
Fourthly, Communicative Language Teaching offers many areas and resources for the student, which the more outdated methods fail to offer.
By using Communicative Language Teaching in the classroom, the students will feel more involved in the learning process. They will be more motivated, and will potentially learn more of the language at large, as oppod to using a more outdated method.
Disadvantages of CLT:
The Communicative Language Teaching (CLT) approach does not cater to learners who come from cultures with traditional educational systems and different learning styles.
CLT does not focus on error correction. This is a disadvantage as learners are forced to p
ractice with classmates who are not fluent in English. They do not like talking with students who make mistakes. They want to learn to say things correctly and be corrected by the teacher whenever they make an error. They find it frustrating to ‘chat’ with learners from different countries becau they find their accent, pronunciation and speech unintelligible.
The students cannot e the value of CLT, become de-motivated and are often reluctant to participate in activities. Yet when the same students are given a role- play situation which relates to a meaningful context, they struggle becau they cannot do it.
Another disadvantage is that the CLT approach focus on fluency but not accuracy. The approach does not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems. Thus they may produce incoherent, grammatically incorrect ntences. The weaker learners who struggle and cannot u the target language continue to make mistakes and eventually give up. The stronger students tend to lo patience with the weaker learners and hesitate to participate becau they do not e the benefit. They don’t feel challenge
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During pair and group work activities teachers focus on accuracy through error correction becau learners need to understand their mistakes. If errors are not corrected at this level, mistakes soon fossilize, causing problems with intelligibility. Through error correction, students become more aware of their weakness and soon start to listen and correct each other.
怎样才能做好销售In general speaking, I like this approach; it gives us an opportunity to talk more.
Task-bad Language Teaching (TBLT) is widely promoted in English language teaching nowadays. Task-bad Language Teaching (TBLT) is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as clo as possible to how it is ud in real life. However, it has stresd importance combine form-focud teaching with communication-focud teaching.
Teacher roles in TBLT:
Facilitator: In TBLT lessons, the teacher is generally a ‘facilitator", always keeping the key conditions for learning in mind. Facilitating learning involves balancing the amount of exposure and u of language, and ensuring they are both of suitable quality.
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Organizer: In the TBLT framework, most of the emphasis is on learners doing things, often in pairs or groups, using language to achieve the task outcomes and guided by the teacher. The teacher is involved in tting tasks up, ensuring that learners understand and get on with them, and drawing them to a clo. Although learners do tasks independently, the teacher still has overall control and the power to stop everything if necessary.
