Podcast
Questions and Answers
Who were the scholars that advocated the view of language teaching that led to the development of Communicative Language Teaching (CLT)?
Who were the scholars that advocated the view of language teaching that led to the development of Communicative Language Teaching (CLT)?
British functional linguist Halliday, American sociolinguist Dell Hymes, and philosopher J. Austin
What were the two categories of meanings defined by D. A. Wilkins in the context of language learning?
What were the two categories of meanings defined by D. A. Wilkins in the context of language learning?
Notional categories (concepts such as time, sequence, quantity, location, frequency) and categories of communicative function (requests, denials, offers, complaints)
In what year did a group of experts begin to investigate the possibility of developing language courses with broken-down learning tasks?
In what year did a group of experts begin to investigate the possibility of developing language courses with broken-down learning tasks?
1971
Who proposed a functional or communicative syllabus for language teaching in 1972?
Who proposed a functional or communicative syllabus for language teaching in 1972?
What were the theoretical assumptions underlying the traditional language teaching approach that Communicative Language Teaching (CLT) rejected?
What were the theoretical assumptions underlying the traditional language teaching approach that Communicative Language Teaching (CLT) rejected?
Flashcards
CLT Advocates
CLT Advocates
Halliday, Hymes, and Austin advocated for a view of language teaching that led to Communicative Language Teaching (CLT).
Wilkins' Meaning Categories
Wilkins' Meaning Categories
D.A. Wilkins defined notional categories (time, location) and communicative functions (requests, offers).
Task-Based Course Investigation
Task-Based Course Investigation
In 1971, experts began exploring language courses with learning tasks broken down into smaller steps.
Wilkins' Syllabus
Wilkins' Syllabus
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CLT vs. Traditional Assumptions
CLT vs. Traditional Assumptions
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Study Notes
Development of Communicative Language Teaching (CLT)
- Scholars advocating for language teaching approach leading to CLT development: Not specified, but notable contributors included D. A. Wilkins and J. L. M. Trim.
Categories of Meaning
- D. A. Wilkins defined two categories of meanings in language learning:
- Semantic meaning: related to the literal meaning of words and phrases
- Pragmatic meaning: related to the intended purpose and context of language use
Early Development of Language Courses
- 1960s: A group of experts began investigating the possibility of developing language courses with broken-down learning tasks
Functional/Communicative Syllabus
- 1972: D. A. Wilkins proposed a functional or communicative syllabus for language teaching
Rejection of Traditional Language Teaching Approach
- Theoretical assumptions underlying traditional language teaching approach rejected by CLT:
- Focus on grammatical rules and language forms
- Emphasis on language as a system rather than a tool for communication
- Lack of attention to learners' needs and communicative goals
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