‘What about Grammar?’

Traditionally, grammar was taught by rules and supported by examples, then presented as a systematic correlation.

CLT suggests an alternative way of acquiring grammar: through the study of authentic texts. What and how much grammar we can teach through the materials in the text is a problem How to sequence the grammatical structures in the isolated texts is another difficulty. It is clear enough that students need a basic understanding of structures which will enable them to generate language. Teachers have to adopt a ‘hybrid’ approach on grammar and CLT. This implies they need, at least, an outline of ideas about grammatical progression and a selection of texts to support the development.

Fossilisation of Errors

According to one of the principles of CLT, the students’ errors are not corrected explicitly because this would have diverted them away from the main concern of the expression and negotiation of meanings. It is a common belief that errors will disappear as they get more input along the course. However, that involves the risk of the ‘fossilisation’ of students’ errors (Candlin: 1988). We cannot rule out the possibility that some of the language errors might become permanently incorporated into their language One of the examples is the Chinese way of saying the negative form:

‘Are you happy with the result? ’

‘Yes, I’m not happy.’

Overcoming Common Constraints Related to clt

Language teachers are often faced the challenge of making the lessons meaningful, practical or fun. At the same time they need to consider how to deal with the recurring problems and plan to overcome the potential pitfalls. Suggestions are put forth here to overcome these weaknesses.

CLT syllabus is a collection of tasks loosely bundled together. Van Lier (1988: P.72) said that it is a collection of principles that offer learner little or no direction. Students can benefit more if they know specifically what language they are trying to practise and in what context. Teacher can inform them the lesson goal on a daily basis, for example, they will be practising the future within the context of the programmes of the a youth conference. This kind of localised goal setting is explicit and students know what they are expected to do. It is useful to set small achievable goals to make learners aware of how they are to accomplish their objectives.

CLT is a learner–centred and emphasizes fluency over accuracy. Suggested by Ryan (2001), although fluency is much needed, it creates a problem of not providing enough concrete feedback for learners to correct their mistakes. Learners just keep focus on the immediate classroom tasks at hand and they often cannot keep track of how they are progressing in the course. They do not have concrete feedback. This results in loss of motivations and interest. Feedbacks can be the traditional test or weekly quiz or just writing answers on the board. Learners need a constant stream of feedbacks which keeps them motivated and learning.

CLT advocates making students speak as much as possible. On the other hand learners need a framework that they can feel comfortable in taking the risk to speak out in front of a group. A routine of work might help them to feel more at ease and more confident. Such frame work can be:

• Warm up

• Presentation

• Controlled practice

• Free practice

• Feedback