TESOL.docx - Running head TESOL 1 Tesol Student’s Name Institutional Affiliation TESOL 2 The role of a teacher in CLT Communicative language teaching

TESOL.docx - Running head TESOL 1 Tesol Student’s Name...

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Running head: TESOL 1 Tesol Student’s Name Institutional Affiliation
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TESOL 2 The role of a teacher in CLT. Communicative language teaching is a language teaching approach that lays emphasis on interactions as means of study and also the ultimate goal of this study. Its main purpose to help students in producing authentic language and in communicating to others. Teacher has two main roles in Communicative language teaching. These are, to facilitate the process of communication between the participants in the class and to be an independent participant within the learning-teaching group ( Ozsevik, 2010 ). There are several sub roles for the teacher. These include being an organizer of resources or being a resource on himself or herself, being a researcher and a learner and providing a guide to the classroom activities and procedures ( Chang, 2011 ). As a researcher and learner, the teacher needs to contribute his knowledge, ability and experience on the nature of language learning and organizational capacities. Other sub roles include being a need analyst, a group process manager and a counsellor too. In being a counsellor for instance, the teacher makes use of paraphrase, feedback and confirmation to provide a suitable example of an effective communicator who is seeking to maximize the ability of the speaker and the hearer to have a similar interpretation of the communicated message. As a group process manager, the teacher’s role is to make sure that the classroom is well organized as a setting for communication and communicative activities. During these activities the teacher keeps track of any inclinations in grammar, lexis and strategy which he keeps notes on for later communicative practice and commentary. At the end of these activities, it is the teacher’s role to lead the group in debriefing the activity and providing an assistance in self-correction discussions. The last role of a teacher in Communicative Language teaching is to act as a need analyst. Here, the teacher identifies and responds to the learner’s
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TESOL 3 language needs. This is done through a one to one discussion session with the student where the two talk about the student’s perception of his learning goals, learning styles and the learning assets. These assessments would then help in determining the student’s level of motivation in studying the language. How the role of a student in CLT is different from that in audio lingual method. There are several differences between a student in CLT and a student in the audio- lingual method. First is that in the audio-lingual method, the student is viewed as a mere organism that should get directions from skilled trainer with techniques to produce correct response and mastery ( Woods& Çakır, 2011 ). Here, the student therefore has a little control over the content and style of learning since he or she only plays the role of responding to stimuli. The student cannot initiate interactions. Instead, he is expected to accurately imitate the instructor by
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