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Date Posted: 13:53:14 06/11/03 Wed
Author: Patricia Galvao Rodrigues
Subject: Task 6

Design

1)Objectives:
Piepho (1981) presents levels of objectives:
a) an integrative and content level ( language as a means of expression);
b) a linguistic and instrumental level ( language as a semiotic system and an object of learning);
c) an affective level of interpersonal relationships and conduct ( language as a means of expressing values and judgments about oneself and others);
d) a level of individual learning nedds ( remedial learning based on error analusis);
e) a general educational level of extra-linguistic goals ( language learning within the school curriculum).

The instructional objectives for particular course would reflect specific aspects of communicative competence according to the learner’s proficiency level and communicative needs.

2)Types of learning and teaching activities:

The range of exercise types and activities compatible with a communicative approach is unlimited. Classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information and information sharing.
Littlewood ( 1981) distinguishes between “functional communication activities” and “ social interaction activities” as better activity types in Communicative Language teaching. Allwright ( 1977) places a screen between students and gets one to place objects in a certain pattern: this pattern is the communicated to students behind the screen.

3)Learner Roles:

Communicative language teaching methodologists consequently recommend that learners learn to see that failed communication is a joint responsibility and not the fault of speaker or listener. Similary, successful communication is an accomplishment jointly achieved and acknowledge.

4)Teacher Roles:

Breen and Cadlin describe teacher roles in the following terms:
First Role is to facility the communication process between all participants in the classroom, and between these participants and the various activities and texts.
Second Role is to act as an independent participant within the laearning – teaching group.
Third role is that of researcher and learner, with much to contribute in terns of appropriate knowledge and abilities, counselor and group process manager.

5)The role of instructional materials:

There is a variety material that is used in a Communicative Language Teaching. Richards and Rogers consider three kinds of materials: text-based, task-based and realia.

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