Influence of CLT on Learning Activities and Learners’ Experiences

1. Introduction

Richards （2006， p.2） claims that， teaching approaches can be understood from the following 4 aspects： “the goals of language teaching， how learners learn a language， the kinds of classroom activities， and the roles of teachers and learners in the classroom”. This paper will analyze how （Communicative Language Teaching） CLT influences the English learning activities and experiences that are provided for learners in the classrooms.

2. Effectiveness and efficiency of English learning activities

It can be proved that CLT used in my working context has helped enhance the effectiveness and efficiency of English learning activities in the classroom. Richards （2006， p.30） supports the idea that “l(fā)anguage learning will result from creating the right kinds of interactional processes in the classroom， and the best way to create these is to use specially designed instructional tasks.” It is also argued in Richards book that “grammar and other dimensions of communicative competence can be developed as a by-product of engaging learners in interactive tasks.” Under the influence of this belief， my colleagues and I often take advantage of a series of tasks as part of our daily teaching. For example， the daily presentation is a typical interactive task in my classroom， which is welcomed by most of my students. They believe that this communicative activity provides them an effective chance to express their opinions in real situations.

3. Influences on the experiences that are provided for learners

3.1 The roles of learners in the classroom

Richards （2006， p. 5） proposed that when teachers follow different approaches， it also implies that new roles in the classroom for learners have changed. When following CLT， “l(fā)earners have to participate in classroom activities that were based on a cooperative approach to learning”， that is to say， students need to engage themselves in listening to their group mates and also sharing their ideas “rather than relying on the teacher for a model”. Students are taking responsibility for their own study. These changes in their roles give students fresh experience in learning English， especially for students in Senior 1， who have just gone through the terrible junior 3.

3.2 The experiences of learners in the classroom

According to Larsen and Marti （2011， p.163）， CLT advocates that students will have stronger desire to study English by communication. When undertaking communicative activities， students think that they are “l(fā)earning something useful” rather than just sit their taking notes. In addition， students are able to “express their individuality” by expressing their thoughts. Last but not least， “student security” can be enhanced because they have chances to cooperate and interact with their classmates and teachers. They feel they are studying in an integrated and supportive class， which help to reduce their anxiety or stress of study.

Through my observation， I am convinced that when following CLT to carry out interactive classroom activities in class， student are able to take an active part in them and students all agree that it is enjoyable to have English classes because of the pleasant atmosphere in class. Students in my class agree that CLT activities are of great significance to their study. They believe that communication in class can help reduce the difficulty of English learning. The enjoyable experience in class gives them more confidence and interest in study. Some students whose English level is below average may sometimes feel communicative tasks difficult， but they think these activities give them motivation to learn English well in turns.

4. Conclusion

All in all， a safe conclusion can be drawn that CLT reminds teachers about the focus and the characteristics of learners learning activities in class， which help enhance the effectiveness and efficiency of English learning activities. Also， this approach gives pleasant experience to learners， and thus motivation as well as enthusiasm for study is also raised.

References：

[1]Canale M.From Communicative Competence to Communicative Language Pedagogy[J].In J. Richards and R.Schmidt（Eds）Language and communication London：Longman，1983.

[2]Graddol D.The Future of English[J].London：British Council，1997.

[3]Graddol D.English Next.London：British Council[J].2017， November，15，2006.

【作者簡介】陳嘉妮， Guangzhou Xiguan Foreign Language School.