Communicative Language Teaching (CLT) emphasizes the importance of interaction and practical use of language in real-life scenarios. The approach is designed to cater to the age, needs, interests, and proficiency levels of students through various activities such as puzzle-solving, scavenger hunts, role-playing, and group discussions.
Classroom materials typically make use of authentic texts to create interest and to provide valid models of language.
They allow students to personalize learning by applying what they have learned to their own lives.
They make use of content that connects to students’ lives and interests.
They provide opportunities for both inductive as well as deductive learning of grammar.
They create the need for communication, interaction, and negotiation of meaning through the use of activities such as problem solving, information sharing, and role play.
They seek to develop students’ communicative competence through linking grammatical development to the ability to communicate.
Activities should be due to age, needs, level, students’ interest
jigsaw
scavenger hunt
opinion sharing
information gap
group work
interviews
puzzle-solving
role-playing
pair discussions
Student`s role
an independent learner
a contributor
a communicator
a negotiator
Teacher`s role
a counsellor
an advisor
an instructor
a facilitator
a guide/ an informer
The Background to CLT
Phase 3: Current Communicative Language Teaching
(late 1990s to the present)
Current communicative language teaching theory and practice draws on a number of different educational paradigms and traditions. There is no single or agreed upon set of practices that characterize current communicative language teaching. Rather, communicative language teaching today refers to a set of generally agreed upon principles that can be applied in different ways, depending on the teaching context, the age of the learners, their level, their learning goals, and so on.
Phase 2: Classic Communicative Language Teaching
(1970s to 1990s)
The centrality of grammar
in language teaching and learning was questioned. Attention shifted to the knowledge and skills needed to use grammar
and other aspects of language appropriately for different communicative purposes such as making requests, giving advice, making suggestions, describing
wishes and needs, and so on.
Phase 1: Traditional Approaches (up to the late 1960s)
Traditional approaches to language teaching gave priority to grammatical competence as the basis of language proficiency
Main Features and Techniques
Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings
Teachers help learners in any way that motivates them to work with the language
Communicative competence is the desired goal
Reading and writing can start from the first day
Language learning is learning to communicate
Comprehensible pronunciation is sought
Translation may be used where students need or benefit from it
Drilling may occur
Contextualization is a basic premise
Meaning is paramount
Dialogues enter around communicative functions
Disadvantages
often there is no specific learning objective
teachers' workload
if there is no comprehensive educational plan, the process may be sidetracked and learning object will no be produced
it is difficult for the teacher alone to check the language use of every student, especially in a big class
it is difficult if the level of proficiency of students is low
Advantages
children acquire grammar rules as a necessity to speak
seeks to use authentic resorces - that is more interesting and motivating for children.
encourage learning through team work, develop social skills, improve self-esteem and team cohesion
seeks to personalise, localise language and adapt it to interests of pupils
pupil-orientated, based on pupils’ needs and interests.
The main principles
9. trial and error is considered part of the learning process
8. the topics are selected and graded regarding age, needs, level, and students’ interest
7. to present a topic in context as natural as possible
6. integration of four skills
listening
reading
writing
speaking
5. use of authentic materials to reflect real life situation
