Tímarit um menntarannsóknir - 01.01.2009, Síða 111

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Tímarit um menntarannsóknir, 6. árgangur 2009
Language Teaching (CLT) where the focus is
on language use, “real-life” communication in
the classroom and fluency as well as accuracy
(Brumfit & Johnson, 1979; Canale & Swain,
1980; Savignon, 2005). Language learning is
viewed as a partnership between the teacher
and the learners where teachers strive to
motivate learners to reach their full potential
by meeting their differing needs and appealing
to their interests. In addition, more attention is
being given to preparing learners for lifelong
language learning.
Communicative language teaching is
based on a broad set of principles about the
nature of language and language learning and
teaching. In an attempt to simplify and clarify
what is meant by communicative language
teaching, Brown (2007) provides seven related
characteristics as a way of describing the
approach:
Overall goals. 1. Communicative
language teaching suggests a focus on
all of the components (grammatical,
discourse, functional, sociolinguistic,
and strategic) of communicative
competence (See Canale & Swain,
1980 and Auður Hauksdóttir, 2007
for a more detailed discussion of
communicative competence).
Relationship of form and function. 2.
Language techniques are designed
to engage learners in the pragmatic,
authentic, and functional use of
language for meaningful purposes.
Organizational language forms are
not the central focus, but remain as
important components of language
that enable the learner to accomplish
those purposes.
Fluency and accuracy3. . A focus on
students’ “flow” of comprehension
and production and a focus on the
formal accuracy of production are
seen as complementary principles
underlying communicative techniq-
ues. At times fluency may have to take
on more importance than accuracy in
order to keep learners meaningfully
engaged in language use. At other
times the students will be encouraged
to attend to correctness. Part of the
teacher’s responsibility is to offer
appropriate corrective feedback on
learners’ errors.
Focus on real-world contexts. 4.
Students in a communicative class
ultimately have to use the language,
productively and receptively, in
unrehearsed contexts outside the
classroom. Classroom tasks must
therefore equip students with the
skills necessary for communication
in those contexts.
Autonomy and strategic 5.
involvement. Students are given
opportunities to focus on their own
learning process through raising
their awareness of their own styles
of learning (strengths, weaknesses,
preferences) and through the
development of appropriate strategies
for production and comprehension.
teacher roles. 6. The role of the teacher
is that of facilitator and guide, not
an all-knowing font of knowledge.
Students are encouraged to construct
meaning through genuine linguistic
interaction with other students and
with their teacher.
Student roles.7. Students in a CLT
class are active participants in their
own learning process. Learner-
centered, cooperative, collaborative
learning is emphasized, but not at
the expense of appropriate teacher-
centered activity.
(Brown, 2007, pp. 46-47)
The next section gives a brief look at
curriculum theory and a review of research
studies which have looked at the effects of
Are National Curriculum objectives for teaching English being met in Icelandic compulsory schools?