Silent way of teaching

Basic Features of CLT
David Nunan (1991:279) lists five basic characteristics of CLT:
1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on the language but also on the learning process itself.
4. An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activation outside the classroom.21
Other features and principles
 Represents a philosophy of learning which is mainly based on second language acquisition research.
 Emphasizes a functional/notional approach, rather than grammatical structures.
 Based on functional linguistics and the communicative functions of the language.
 Communicative competence with an emphasis on fluency and acceptable language use is the goal of instruction.
 Communication should be purposeful and real: information gap.
 Meaning is of primary importance in CLT.
 Contextualization is a basic principle.
 Attempts by learners to communicate early on are encouraged.
 Role-play and simulation are very popular in CLT.
 Sequencing of materials is determined by the content, function, and meaning that will maintain the students’ interest.
 Activities and strategies for learning are varied according to learner preferences & needs.
In-class reflection
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Reflection (2): Making choices
It is extremely difficult to come to conclusions about which approaches and methods are best and/or most appropriate for our own teaching situation. Yet certain conclusions can be drawn. Try to answer these questions in groups:
1. Why are there many differences between these methods and approaches?
2. What teacher’s roles would you adopt?Why?
3. What learner’s roles would you promote in your class? Why?
4. Which ELT method will you adopt for teaching English in Palestine? Why?