COMMUNICATIVE LANGUAGE TEACHING UNIT 14

 UNIVERSIDAD NACINAL DE EDUCACIÓN

ENRIQUE GUZMÁN Y VALLE LA CANTUTA

¨Alma Mater del Magisterio Nacional¨

Facultada De Ciencias Sociales Y Humanidades

DEPARTAMENTO ACADÉMICO DE LENGUAS EXTRANJERAS

INFORME:

COMMUNICATIVE LANGUAGE TEACHING (Unit 14)

                                                                                                                                                                                                                                                                                                                  

PRESENTADO POR:

GABRIEL CHACCHE , Estefany

SEMINARIO LEÓN Giulissa

VASQUEZ MALAVER Brigitte

DOCENTE:

Emerson Espíritu

ESPECIALIDAD:

Inglés- francés

SECCIÓN:

HG – V Ciclo

Communicative languaje teaching

Many language teachers claim to have make use of communicative methodology in their classroom. Nonetheless, when they are questioned what this communicative really is, the answers are very much varied.

What is the goal of language teaching?

ü  Knowing how to use language for a range of different purposes and functions

ü  Knowing how to vary our use of language according to the setting and the participants (e.g., knowing when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication)

ü   Knowing how to produce and understand different types of texts (e.g., narratives, reports, interviews, conversations)

ü  Knowing how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies)

How learners learn a language?

ü  Interaction between the learner and users of the language

ü  Collaborative creation of meaning

ü   Creating meaningful and purposeful interaction through language

ü  Negotiation of meaning as the learner and his or her interlocutor arrive at understanding

ü  Learning through attending to the feedback learners get when they use the language

ü  Paying attention to the language one hears (the input) and trying to incorporate new forms into one’s developing communicative competence

ü  Trying out and experimenting with different ways of saying things

What activities best fascilitate learning?

Accuracy vs fluency activities; mechanical, meaningful, and communicative practice; information-gap activities; jigsaw activities; emphasis on pair and grop work, authenticity practice.