CLT is a widely used approach
that contains many detailed and targeted subordinations. And it has been
regarded as a harbinger of new era in language teaching, and is in the purpose
of providing language competence that is not simply for linguistic competence (Ahmad & Rao, 2012).
In the video of Five Communicated
Language Teaching Methods, it demonstrates how CLT can assists EFL learners in
diverse contexts of language learning. Each method of CLT has it target that
relates to communicative competence. Giving learners a environment that they
are so engaged to learn a certain language to communicate, to convey the
message, to show themselves and to discuss with peers. Moreover, CLT brings a
lot of innovate teaching and learning methods into EFL classroom. Skype, for
example, is a very attractive way of learning for learners around the world,
providing them a chance to learn a language regardless of the time, space and
distance. When I learned English in China, we did not use very creative
approaches to adopt this language, because we are more exam-oriented. Communication
is not the purpose for learning English in Chinese classrooms. But in the way
of CLT, learners autonomy and attitudes come to be more passive when they are
able to be self-instructed and self-assessed rather than sitting in the
classroom and memorizing vocabularies.
However, there are still some
concerns for the practice of CLT. Ahmad and Rao(2012), in their article, argue
that “The primary concern from the very beginning of CLT has remained to
elaborate and implement methodologies which can promote the use of
functional language through participation communicative episodes” (p.28). Admittedly,
the efficiency of language learning in communication is obvious for students to
improve language skills. But, how can students adopt standard grammar system
and proficient vocabulary is a big concern to some degree. While using CLT to
adopt language skills, personal skills and preferences are privilege rather
than systematical language structure. Some basic of language will missing, thus
the foundation of language skills is in concern. Learners may learn useful and
common knowledge as well as language skills gradually by following CLT
instructions, but once put them into diverse context such as academic, they may
not be able to perform their language proficiency as expected.
References:
Ahmad, S., & Rao, C.
(2012). Does it work? Implementing Communicative Language Teaching
approach in EFL context. Journal of Education and Practice, 3(12),
28-35.
Five Communicative Teaching Methods, Produced by SUPSI as part of the
POOLS-M project in 2011.
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