For communicative language teaching to be effective in the TEFL classroom, students require a task to be given to them in order to genuinely transfer information and thereby satisfy the task. This may take the form of "win a game", it may be "solve a problem" or it may be "gather information and extract a conclusion".
Whatever the motivating factor, the TEFL trainee needs to generate activities that are as closely akin to real interactions as possible in order to give the students the best chance of dealing with similar situations in real life. Previously, during the 60s and 70s, much language teaching was based on the concept of repetition, allowing the student to correctly reproduce (by imitation) tense systems and other language items as prompted by the teacher. However, this method, while having some valuable contributions to make to the TEFL classroom method, is unsatisfactory when it comes to equipping a language student with the ability to react to a stimulus that does not originate from his teacher.
There are a number of steps and considerations that can allow teachers in training to provide an environment in which their students can practise communicative English by satisfying a need as described by a task. (see previous posts for commentary on 'need 'and 'task').
Tags: communicative language teaching, task, tefl classroom, tefl trainee,
Posted on May 4th, 2017