#3230055 IVIN - 2023 - Professor (Pref Santana do PI)/Inglês

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Communicative Language Teaching aims broadly to apply the theoretical perspective of the Communicative Approach by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication. What this looks like in the classroom may depend on how the tenets are interpreted and applied. Nevertheless, we will follow our usual way of und erstanding the theor y and ussocia rcd practices by visiting a class in which a form of Communicative Language Teaching is being practiced. The class we will visit is one being conducted for adult immigrants to Canada . These twenty people have lived in Canada for two years and are at a high-intermediate level of English proficiency. They meet two evenings a week for two hours each class.

LARSEN-FREEMAN, Diane. Techniques and Principles in Language Teaching. 3rd ed. Oxford ; New York: Oxford University Press, 2011.

About the Communicative Language Teaching, its the typical features are:

Development of the four macroskills — speaking, listening, reading and writing — is integrated from the beginning, since communication integrates the different skills.
The teacher spends most of the time in the class drilling the learners on grammatical and phonological structures. Error correction is also important.
At first the teacher needs to understand what the gramar rules are, how it planned and how it works together to create words.
The repetition reinforces listening skills, allowing students to recognize the sentence they just pronounced immediately.
Sketch on the board the basic structure of the dialogue, highlighting options like where the conversation may go if one says “yes” while the other says “no.”