Richards Perspective On Clt And Teaching Conversation English Language Essay

Richards Perspective On Clt And T from each oneing Conversation English Language EssayMajority of language instructors presume CLT as article of belief conversation, an absence of grammar or an emphasis on open ended discussion activities (Richards 2003) while match to what mariner C. Richards mentioned in his communicatory language teaching today CLT can be understood as a set of principles about the coatings of language teaching, how learners learn a language, the kind of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. This vapid insipid thought, however, should not be regarded as plausible. Flashing back to the early days of CLT, we take heed it as an offspring of Audio-lingual Method although it had its focalise shifted from behaviorism to real learners needs. On the other hand, flavor at its new with-it version, we see a heavy(p) shift from meaning- shape based to be tot totallyy meaning based. That is why Ric hards concretely explains CLT as letting the learner grab the language through utilise it to do things rather than through training how language works and practicing triumphs or people learn a language through communicating it. Richards named these two versions of CLT. He asserted that the first one is classical CLT, jump from 1970s to 1990s and the latter one is current CLT. He called all the previous modes handed-down approaches. This study examines the first two methods with a brief introduction on the third one.Traditional Approaches (up to late 1960s)Traditional approaches is a term used by Richards to refer to approaches like ALM or structural-situational approach also cognise as situational language teaching. The entire curriculum in these methods shed lights on grammar, that is, every aspect of a language class, from teaching to evaluation, revolves around grammar and its appropriate use in appropriate context. Although traditional methods have somewhat parts in acco rdance with the current culture and they use dialogues as a prominent exercise, all the parts atomic number 18 for the purpose of mastering the grammar not for reaching communicative competence-using the appropriate language in the real context. To clear everything up lets walk through approach1.Students first hear a mold dialogue (either by the teacher or on tape). In this procedure scholarly persons are introduced to the new grammar rule with reminding the previous forms studied via a cultural text. After listening to the dialogue students are supposed to repetition each line after the teacher or the tape. The instructor here pays careful tutelages to pronunciation, intonation, and fluency .corrections are immediate and direct even if they interrupt the flow of speech.2. Key words of the dialogue are changed repeatedly through place-with actually keeping the grammar rule the same- to aid the learner stick the grammar rule in to their mind.3. whatsoever selected grammatical rules will be the focus of the following exercises. These exercises are structured on the basis of over repetition to make the grammar a part of subconscious mind. That is using it spontaneously when its needed. All the exercises are controlled to bar any type of possible mistake actually, creativity is not welcomed at all in these methods. to a greater extent or less grammatical explanation may be offered at this maneuver, but this is kept to absolute minimum.4. After spoken exercises come the written ones. Students may be referred to their text books to have some reading, writing or phraseology activities on the basis of the dialogue presented.5. Further practice to thoroughly master the form is done in the language laboratory.In sum Richards brings up the P-P-P lesson structurePresentation is actually the presentation of the new grammar point inductively. The instructor explains the new structure and makes sure of students comprehension of it.Practice In a controlled conte xt students practice the use of the grammar point.Production In a much freer context, and yet controlled, students with the teachers monitoring-use their own c1ontent or information for furthered practice, in order to develop fluency with the new pattern.All these syllabus designs lead to great accuracy at the cost of loosing fluency. However, under the influence of CLT all the form-based methodologies are modified to be in sync with communicative competence .this fluency-first pedagogy have accuracy activities such as such as grammar practice been replaced by fluency activities based on interactive small-group work. This approach paves the way for Richards chaste Communicative Language teaching.Classic Communicative Language Teaching (1970s to 1990s)This method was a reaction to traditional ones modifying them by the insertion of Communicative competence. As explained in Richards applied linguistic dictionary, the term communicative competence is broken down to 4 partsGrammatical competence that is the knowledge of the grammar, vocabulary, morphology and phonology of a language. GC was of highest importance in all traditional methods. It is argued in CLT that communicative competence and not simply grammatical competence ,should be the goal of language teachingSociolinguistic competence according to Richards Dictionary of Applied Linguistics it isKnowledge of the relationship between language and its nonlinguistic context, sagacious how to use and respond appropriately to different types of speech acts, such as requests, apologies, thanks, and invitations knowing which address form should be usedIt is highly associated with interlocutors age, sex, and ethnic groups. Traditional grammatical and vocabulary syllabuses and teaching methods did not complicate information of this kind. It was assumed that this kind of knowledge would be picked up informally. discuss competence the knowledge of knowing how to begin and end conversations.Strategic competence the communicative strategies used for covering the weakness in conveyance of title the message in communications.In former methods, i.e. traditional grammatical and vocabulary syllabi, there is no stick to of these kinds of information. They were believed to be learned informally. However, Richards (2003) argues that communicative competence and not simply grammatical competence should be the goal of language teaching. He added some more practical aspect of language use to this new method to make it more tangiblePurposes for which the leaner wishes to acquire the target languageThe setting in which the student want to use the target languageRole of the learners, for instance, as a traveler, as a sales person talking to their clients.Communicative competence everyday situations, vocational or professional situations, academic situations and so on. ( 2003)Language functions what the learner will be able to do with or through languageDiscourse and rhetorical skillsHe also added grammati cal content and lexical content to make his method all-encompassingHe defined two types of syllabus skill-based syllabus, functional syllabus. In the first one the main focus is on four skills - verbalize, reading, writing, and speaking- this one sort of covers ESP (English for specific purposes) in a way that it gives each skill its specific look by the use of needs analysis. Usually it overcomes the differences in vocabulary choice, grammar, functions, and event skills. The latter one, however, consider the functions the students should be able to carry out in English. This syllabus best suits speaking and listening courses.Current communicative language teaching ( from 1990s up to current time)This new up-to-date version of CLT mainly focuses on students needs and learning. According to Richards this method is a set of agreed upon principles that help the learner acquire the language with the respect of social nature of learning. They usually give more attention to unity of lan guage through current methodologies of communication and interaction. In short, it could be said that giving more attention to psychological aspects of learning led to the emergence new CLT.