Author Topic: Incorporate CLT to motivate L2 reading  (Read 633 times)

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Offline yuf2

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Incorporate CLT to motivate L2 reading
« on: March 03, 2019, 11:19:42 AM »
How to help L2 learners to develop reading habits and build L2 reading confidence and interests can be tricky. There is an indispensable relationship between agency and motivation. So, giving students more agency and control in a reading course may motive them.
The Communicative Language Teaching (CLT) has been commonly used to enhance L2 learners’ 4 competence: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. There are some aspects that can be borrowed and incorporated into reading courses, especially for adolescent and adult learners, to motivate them and give them more agency.
[/size]Adolescent learners are becoming more self-conscious and discovering their own identity during this period, which makes it more challenging to ensure concentration and participation in classroom. With this factor in mind, the instructor can select reading materials related to identity, gender issues, and life pursuit. Open-ended questions discussing the themes and topics in the reading, presentations on topics of interests related to the readings, and collaborative activities among peers may also provide motivations. These CLT-based activities will allow students to apply their values and beliefs in meaningful conversations and will immediately attracted their attention and interests, deriving intrinsic motivation as well as eliciting more oral production in class.
Based on CLT, offering students choices in the types and content of activities and giving some control to the students, teacher’s role should teacher shift away from “the initiator of language” to facilitator. Learners should also have more independences and control over reading strategies and reading pace. For those with more advanced vocabulary knowledge and reading strategies, they could read faster and do not have to look up every unfamiliar word in the text, while for those who are less proficient, they could slow down and build up their vocabulary. CLT suggests that giving more autonomy outside of the classroom could potentially enact students’ agency and encourage them to make more investment in their own learning process.
For adolescent or secondary L2 learners, in order to create a safe space for discussion and a sense of equality between the teacher and students, the teacher should treat students like adults rather than using “caretaker” talk. When incorporating CLT into reading courses, students will enjoy the non-fearful and supportive atmosphere and student-centered instruction, thus have more motivations to actually read and learn.

Brown, H.D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4thEd.). New York: Pearson Education ESL.
« Last Edit: March 03, 2019, 11:25:41 AM by yuf2 »

Offline Cheyenne

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Re: Incorporate CLT to motivate L2 reading
« Reply #1 on: April 13, 2019, 01:41:15 PM »
I always liked this approach, though there isn't much about the challenges of this approach. With more agency comes more variability so it can be hard to grade everyone to the same scale. For vocabulary, I think it's nice for students to create vocabulary lists together with other students so they can all share what they are learning. Having a wiki everyone can build together would be nice for students to make a collaborative list together.