After tutorial class, we realised our
answers weren’t even close to what Miss JC has answered and explained. We only
manage to come out with few theories that are correct; even so, we did not
really understand the meaning of the theories in CLT. It took us quite some
time to re-read and understand what is CLT and how we should apply it.
I guess it never really occurred to me that
CLT plays a big role in language teaching. Having known about CLT from last
semester’s SLA course, I thought it was just a part of the sociocultural theory
of SLA and there are only few things to follow. Well, now I see that there is
more to CLT than I thought. Looking at the different components in the communicative
competence, I am able to see how it helps learners to learn. It is encouraging
to see how CLT allows learners to learn through negotiation of meaning between
speaker and hearer or reader and writer. I’ve always thought CLT is only about
speaking and listening; hence, it was interesting that CLT includes the
communication between writer and speaker.
Reading the three articles provided, I
began to really understand what CLT is all about. And reflecting back to the
days when I was in high school, I am really glad that my teacher were one of
the teachers that implements CLT in the classroom. I still remember my teacher would
always conduct activities where we were required to give opinions and share our
experiences.
Reading through the principles of CLT, it
made me remember one of the lessons in my Form 5 English class. I can’t remember which topic the lesson was on,
but it was one of the lessons I’d never forget. Miss Wong talked about her
experiences on how she was terrible at rearing animals. She elaborated on each
animals she reared (a dog, a rabbit, a tortoise, and hamsters) in which the
animals either ended up escaping or moving
on to the next life. Not only were the stories humorous, Miss Wong included
us while she was telling the story. She would asked us how one actually rears a
rabbit, and asked our opinions on whether or not one should bathe hamsters,
etc. Of course, she would want us to express ourselves in the target language –
English. After asking, she would continue sharing her experiences. Explanation
on certain words or phrases were also given to ensure that we all understand. It
was the first (and I think the last) time I saw all my classmates so interested
and eager to share their opinions and listen to Miss Wong.
Looking at the experience mentioned above, I
could see that Miss Wong had applied CLT in her lesson. The language used in
that situation was informal, but it was appropriate at that situation. There
are also times where we were required to speak formally and use the proper
linguistic items. Miss Wong always made it clear on when we needed to be formal
or informal depending on the situation (strategic & discourse competence). Reflecting
back, it is very encouraging to see that CLT was applied in my lessons. J
As a future language teacher, I would definitely
try my best in applying CLT in my teaching. However, I feel that both accuracy
and fluency have the same importance. Sticking to a little more ‘traditional’
way, I would want to try my best in also focusing on accuracy even though I
know it isn’t easy. Also, I would try my best to make students feel at ease
when I teach as I don’t want to make them feel pressured to speak in English;
that would defeat the purpose of CLT. Having been a student before, and having
friends who hates speaking in English, I know how it feels to be pressured to
speak in class. Hence, I will try my best in finding ways to ensure my learners
express themselves without being pressured where they can learn the language at
the same time. J
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