Week 3: Tutorial Communicative Language Teaching (CLT)

a) Identify the theory behind communicative language teaching (CLT).

·         Spada & Savignon’s article

CLT is defined as a meaning-based, learner-centered approach to L2 teaching where fluency gives priority over accuracy which emphasizing comprehension and production of messages, not the teaching or correction of language form. In contrast to that, CLT is also said as an approach to L2 instruction which is primarily meaning-based and encompasses attention to both fluency and accuracy. Thus, the presence or absence of attention to language form is the main difference between the two definitions of CLT.

Spada’s article mentioned that CLT is influenced by Hymes' theory of communicative competence.  He believes that knowing a language includes more than a knowledge of the rules of grammar (i.e. Linguistic competence) but also a knowledge of the rules of language use (i.e. Communicative competence). This communicative competence theory is to broaden the current conceptualizations of language which is proposed by Chomsky (1957) on the linguistic competence theory. Communicative competence theory will focus on the accurate use of grammatical forms in L2 teaching because knowledge of a language (first or second) includes knowing how to use the forms appropriately in different contexts. Based on the linguistic theories of Firth (1957), Austin (1962), Searle (1969), and Halliday (1973), consistently involved formal and semantic features within their conceptualization of language and language teaching. The investigations on two related hypotheses of SLA which are the comprehensible input hypothesis (Krashen, 1984b) and the interactionist hypothesis (Long, 1983, 1996) also enhance our understanding about CLT. Both concentrate on the central role of meaningful communication in language acquisition.

Savignon’s article stated that Hyme’s communicative competence theory is to represent the use of language in social context, which means the observance of sociolinguistic norms of appropriateness. His concern with speech communities and the integration of language, communication, and culture is equal to Halliday’s as his focus is language as social behavior and not language learning. Savignon (1972) used the term communicative competence to distinguish the ability of language learners to interact with other speakers, to make meaning, as distinct from their ability to perform on discrete-point tests of grammatical knowledge. CLT is seen as to be derived from a multidisciplinary perspective that includes, at least, linguistics, psychology, philosophy, sociology, and educational research.

Four components of communicative competence:

a.    Linguistic competence (grammar, phonology, lexis)

b.    Pragmatic competence (cohesion and coherence)

c.    Sociolinguistic (formal and informal)

d.    Strategic competence (compensatory strategies)

b) State the implications of communicative language teaching towards materials development.

Since CLT contained different definitions and interpretations of the communicative approach to second language (L2) instruction, this has created in several misconceptions on how it is implemented in the L2 classroom. There is no exact answer to what is communicative language teaching (CLT). It really depends on whom we ask regarding their ideas on what it is all about. Different individuals will come up with many different and supportive opinions. However, most experienced linguists will have the general answers where they are in the opinion that CLT is a meaning-based, learner-centered, and the emphasis is mainly on the comprehension and the production of messages, not the teaching or correcting language structure.

The implications of CLT towards the materials development is that it can depict the authenticity of the materials with the teaching and learning process that happens in the classrooms. Authenticity is one of the important elements as it shows the connections between the real-world situation and in the classrooms where teaching and learning occur. The theories of CLT help to guide in the process of developing the materials. Besides that, it can demotivate the learners as the materials involved might not achieve the level of suitability of the learners. The materials should suit the learner’s proficiency level to ensure the process of delivering the knowledge is successful.

c) Locate principles supporting CLT within the KBSM English Language Curriculum and F1 English Language.

The principle which supported the CLT theory in the KBSM English Language Curriculum is 7.0 – Preparation for the real world: The curriculum aims to prepare the student to be able to face the real world. This is done by preparing a more authentic material. It claimed that the learner will be able to communicate within their social context. However this is not really what had been achieved as the curriculum seems to be exam-oriented rather than learning-oriented.

d) Identify general categories and specific items to evaluate chapters in a Malaysian English Language textbook

The general categories in evaluation of chapters in a textbook are [1] Pre-use evaluation: during this time, we predict the potential value of the chapters. It would require the teacher to do quick observation of the chapters means that they need to come up with an impression regarding the particular chapters [2] While-use evaluation: This stage measures the value of the chapters while being used or observing it react in teaching and learning context. It would include the effect toward the learners and also the easiness of teaching the chapters. [3] Post-use evaluation: This is the most important yet forgotten stages. In this period, it will allow the actual assessment of the chapters; is it teachable by itself or do it require the integration of other side materials?

The item which may be applied to do an evaluation for the Malaysian English Language Textbook would include usage of the checklist. The checklist is useful as it suggests the criteria which should be exist in a textbook. It is holistic as it evaluates the chapter based on the objective aspect [systematicness] and also the subjective aspect [impression, feedback] of it. 

Reflection:

For this task, reading these two articles, Spada & Savignon’s, are not easy because there are many perspectives which need to be taken into consideration. Different perceptions of CLT really put me into a state where I must read the texts carefully to avoid misconception. As a pre-service teacher, I believe that communicative language teaching is an approach that should focus on language form other than both fluency and accuracy in second language acquisition. In the classroom, teachers should play their role to encourage students’ involvement in communication.

Since there is no perfect approach to teach, I suggest that we can actually apply two types of teaching by looking in depth into the level of language proficiency among students. In a communicative-based classroom, it is important to make sure that the designed activities are able to make the students understand important points in that particular topic through the negotiation of meaning and information sharing. In order to communicate effectively, I cannot agree more with Brown (1993) that one must have language accuracy because to be fluent, it takes into account of one’s ability to produce comprehensible utterances or output.  Authentic materials and tasks connect the classroom and the outside world but as a pre-service teacher, it is crucial to fit the materials to the learner’s proficiency level and interest, not to mention the social context.