Communicative language method

Teaching approach
Communicative
Language Teaching (CLT)
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang

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Index
CBI – content-based instruction
CTL – communication language teaching
EFL – English as foreign language
ELT – English language teaching
ESL – English as a second language
L1 – Frist language
L2 – Second language
TBI – task-based instruction
TBLL – Task-based language teaching
TEFL– Teaching English as a foreign language.
TESL– Teaching English as a second language.
TL – Target language

Communicative Competence
- Dell Hymes -
Reed College 1950

Communicative Language Teaching
- Jack C. Richards and Theodore S. Rogers -
Cambridge 1986

Teaching Methods of the last century
Stage I: Modern Language Teaching in Europe (1750–1920)
1. The Classical Period 1750–1880
2. The Reform Period 1880–1920
Stage II: English Language Teaching beyond and within
Europe (1920–2000+)
3. The Scientific Period (1920–70)
4. The Communicative Period (1970–2000+)
A. P. R. HOWATT and RICHARD SMITH (2014). Language and History. The History of Teaching English as a Foreign Language, from a British and European Perspective,57(1). 78
Taylor, A. (2010, Feb 1). Language Teaching Methods: An Overview. http://blog.tjtaylor.net/teaching-methods/
Quirke, A. (2002, Sep 7,). A SHORT HISTORY OF EFL. http://www.philseflsupport.com/efl_history.htm
Richards, J. and Rodgers, T (1986) . Approaches and Methods in Language Teaching CUP Cambridge.

Methods of the last century. (1750–1920)
Stage I: Modern Language Teaching in Europe
The Classical Period 1750–1880
: Emulating the teaching of classical languages
• Grammar-translation
– the classical method
The Reform Period 1880–1920
: Teaching the spoken language
• The Direct Method (also called Natural Method)
– discovering the importance of speaking
• The Berlitz Method

Methods of the last century. (1920–2000+)
Stage II: English Language Teaching beyond and
within Europe
The Scientific Period (1920–70)
: Scientific basis for teaching
• The Oral Method (Palmer)
• The Multiple Line of Approach (Palmer)
• The Situational Approach (Hornby)
• The Oral Approach (Fries)
• Audio-lingual
– the first modern methodology
The Communicative Period (1970–2000+)
: Aiming for ‘real-life communication’
• Communicative language teaching (CLT)
- the modern standard method
• Task-based language learning

Other Methods of the last century
• The structural approach
• Humanistic Approaches – a range of holistic methods applied to language learning
• The Silent Way
• Suggestopedia
• Community Language Learning
• Comprehension Approach (Natural Approach, the Learnables, and Total Physical Response
(TPR))
• Content-based, Task-based, and Participatory Approaches
• Learning Strategy Training, Cooperative Learning, and Multiple Intelligences
• Immersion
• The Lexical Syllabus
• Learner Independence
• '90s into 21st century
• TPR Storytelling
• Principled Eclecticism (Newest) – fitting the method to the learner, not the learner to
the method

Teaching methods in categories
•Structural methods
•Grammar–translation method
•Audio-lingual method
•Functional methods
•The oral approach and situational
language teaching
•Directed practice
•Proprietary methods
• Pimsleur method
• Michel Thomas Method
• Other
• Learning by teaching (LdL)
• Computer Assisted Language
Learning (CALL)
•Interactive methods
•Direct method
•The series method
•Communicative language
teaching
•Language immersion
•Silent Way
•Community language learning
•Suggestopedia
•Natural approach
•Total physical response
•Teaching Proficiency through
Reading and Storytelling
•Dogme language teaching
Anthony, E. M. (1963). "Approach, Method, and Technique". ELT Journal (2): 63–43.

https://www.tiki-toki.com/timeline/entry/775191/Methods-and-Approaches-in-the-History-EFL-Teaching/
Taylor, A. (2010, Feb 1). Communicative Language Teaching. http://blog.tjtaylor.net/method-communicative/
Timeline of Teaching Methods

Timeline of Teaching Methods
https://www.tiki-toki.com/timeline/entry/775191/Methods-and-Approaches-in-
the-History-EFL-Teaching/

Shifting Methodology (1)
Approach
Method
Technique
Edward Mason Anthony Jr.
1963, University of Michigan
Richards and Rogers' 1982
A method is a plan for presenting the
language material to be learned and should
be based upon a selected approach.
Their design referred to all major practical implications
in the classroom, such as syllabus design, types of
activities to be used in the classroom, and student and
teacher roles; procedure referred to different behaviors,
practices and techniques observed in the classroom.
Richards, Jack C.; Theodore S. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge UK: Cambridge University Press. ISBN 0-521-00843-3.
Johnson & Johnson 1999.

• Societal influences
• Language teaching was originally considered a cognitive matter,
mainly involving memorization. It was later thought, instead, to be
socio-cognitive, meaning that language can be learned through the
process of social interaction. Today, however, the dominant technique
in teaching any language is communicative language teaching (CLT)
• Academic influences
• The development of communicative language teaching was bolstered
by new academic ideas. Before the growth of communicative language
teaching, the primary method of language teaching was situational
language teaching. This method was much more clinical in nature and
relied less on direct communication
Littlewood, William. Communicative language teaching: An introduction. Cambridge University Press, 1981, pp. 541-545

• The increasing interdependency between the European
countries necessitated a need for a greater effort to teach
adults the principal languages of the continent. New goals were
set in language teaching profession:
• The paramount importance of communication aspects of language
• The increasing interest in meaningful learning
• The growing centrality of the learner in teaching processes
• The subordinate importance of structural teaching of language
Rhalmi M. (2009, September 2). Communicative Language Teaching (The Communicative Approach).
http://www.myenglishpages.com/blog/communicative-language-teaching-communicative-approach/

History (1)
• CLT approach is believed to be the most effective theoretical
model in English language teaching since early 1970s.
Richards and Rodgers further emphasized that in the light to
the concept of this approach, language carries not only
functional meaning, but also carries social meaning. Thus, both
learning the linguistic forms and understanding their potential
communicative functions and social meanings are equally
important.
• In other words, the language learners should be competent
enough to associate the linguistic forms with appropriate non-
linguistic knowledge so as to account for the specific functional
meaning intended by the speaker (Littlewood, 1981).
• Littlewood (1981) further proposed that one of the most typical
features of CLT approach is that it lays stress on both functional
and structural aspects of language.
Zhou G. & Niu X. (2015). Journal of Language Teaching and Research. Approaches to Language Teaching and Learning, 6(4), 800-801

History (2)
• CLT is based on Hymes’s (1966) concept of communicative
competence which is an extension of Chomsky’s (1965) concepts of
linguistic competence and performance.
• Hymes (1966) posited that it is not enough for the learner to be
competent in linguistics or grammar alone to use language in a given
cultural social context.
• Howatt (1984) stated that "The Communicative Language Teaching
stresses the importance of providing learners with opportunities to use
English for communicative purposes and attempts to integrate such
activities into a wider program of language teaching" (p. 27).
• This approach, both instructional and learning goals are aimed at
communication. It assumes that language does not occur without a
social context. Based on this concept, therefore, both language
teaching and learning should be accomplished in its context. Learning
emphasizing communicative competence is now commonplace in the
world.

Proposition in this approach
• Focus on all of the components of communicative competence,
not only grammatical or linguistic competence. Engaging
learners in the pragmatic, functional use of language for
meaningful purposes
• Viewing fluency and accuracy as complementary principles
underpinning communicative techniques
• Using the language in unrehearsed contexts
Brown, H. D. (2000) Principles of Language Learning and Teaching. New York: Longman. © Dimitrios Thanasoulas 2002

Brown, H. D. (2000) Principles of Language Learning and Teaching. New York: Longman. © Dimitrios Thanasoulas 2002
Communicative Language Teaching (1)
• The need for communication has been relentless, leading to the
emergence of the CLT. Having defined and redefined the
construct of communicative competence; having explored the
vast array of functions of language that learners are supposed
to be able to accomplish; and having probed the nature of
styles and nonverbal communication, teachers and researchers
are now better equipped to teach (about) communication
through actual communication, not merely theorizing about it.
• At this juncture, we should say that Communicative Language
Teaching is not a method; it is an approach, which transcends
the boundaries of concrete methods and, concomitantly,
techniques. It is a theoretical position about the nature of
language and language learning and teaching.

Communicative Language Teaching (2)
• The Communicative approach emphasizes the ability to communicate the
message in terms of its meaning, instead of concentrating exclusively on
grammatical perfection or phonetics. Therefore, the understanding of the
second language is evaluated in terms of how much the learners have
developed their communicative abilities and competencies.
• In essence, it considers using the language to be just as important as
actually learning the language.
• The Communicative Language Teaching method has various
characteristics that distinguish it from previous methods:
• Understanding occurs through active student interaction in the foreign language
• Teaching occurs by using authentic English texts
• Students not only learn the second language but they also learn strategies for
understanding
• Importance is given to learners’ personal experiences and situations, which are considered
as an invaluable contribution to the content of the lessons
• Using the new language in unrehearsed contexts creates learning opportunities outside the
classroom

Goal of CLT
• Communicative language teaching sets as its goal the teaching
of communicative competence. What does this term mean?
Perhaps we can clarify this term by first comparing it with the
concept of grammatical competence. Grammatical competence
refers to the knowledge we have of a language that accounts
for our ability to produce sentences in a language.
Jack C.Richards - Cambridge University Press - 2006

Construction of CLT
https://www.youtube.com/watch?v=AazPkAD-65w
Functions Notions
CLT

Notional / functional dimension of language
( CF Halliday 1975)
• Applied linguists and philosophers addressed another fundamental
dimension of language: the functional and communicative potential of
language. The speech act theory showed that we do something when
we speak a language. We use language
• to get things
• to control behavior
• to create interaction with others
• to express personal feelings
• to learn
• to create a world of imagination
• to communicate information
• Notional categories: concepts such as time, sequence; quantity,
location, frequency
• Functional categories: requests offers, complaints, invitation

Main features of CLT
• The Communicative Approach places emphasis on the
development of the main goal of language learning which is
communicative competence. It is also regarded as a
comprehensive approach and a method that aims to (a) make
communicative competence the goal of language teaching and
(b) develop procedures for the teaching of the four language
skills that acknowledge the interdependence of language and
communication. (Koosha & Yakabi, 2013).
Dr. LMP Mulaudzi, English department, University of Venda South Africa (2016), Gender & Behaviour 2016, Teachers’ Understanding of the
Communicative Language Teaching Approach: The Case of English Language Teachers in Thohoyandou , Nigeria

Implications of CLT
• Make real communication the focus of language learning.
• Provide opportunities for learners to experiment and try out what they
know.
• Be tolerant of learners’ errors as they indicate that the learner is
building up his or her communicative competence.
• Provide opportunities for learners to develop both accuracy and
fluency.
• Link the different skills such as speaking, reading, and listening
together, since they usually occur so in the real world.
• Let students induce or discover grammar rules
• In applying these principles in the classroom, new classroom
techniques and activities were needed, and as we saw above,
new roles for teachers and learners in the classroom.
Richards, Jack C.; Theodore S. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge UK: Cambridge University
Press. ISBN 0-521-00843-3.

Advantages of CLT
• There are many advantages in teaching according to the
communicative approach:
• CLT is a holistic approach. It doesn’t focus only on the traditional
structural syllabus. It takes into consideration communicative
dimension of language.
• CLT provides vitality and motivation within the classroom.
• CLT is a learner centered approach. It capitalizes on the interests and
needs of the learner.
• In a world where communication of information and information
technology have broken new considerable ground, CLT can play an
important role in education.

Misconceptions of CLT
• As the method is a broad approach to teaching English, rather
than a rigid series of activities, there are some popular
misconceptions of what CLT involves.
• Learning a language is interactive, co-operative, learner-
centered and content-based, but the approach does not mean
that learning a second language involves just ‘conversation‘.

Using the Method
• The most common educational model applied in the context of
the Communicative Method is the Functional-Notional
approach, which emphasizes the organization of the syllabus.
• This breaks down the use of language into 5 functional
categories that can be more easily analyzed:
• personal (feelings, etc.)
• interpersonal (social and working relationships)
• directive (influencing others)
• referential (reporting about things, events, people or language itself)
• imaginative (creativity and artistic expression)
• These 5 broad functions are then delivered by the teacher in
the classroom using the ‘3 Ps’ teaching model
• Presentation,
• Practice
• Production

“Emphasizes the ability to communicate the
meaning of the message, instead of concentrating
on grammatical perfection.”
- Alex Taylor (2010) -

Audio-lingual & CLT : A Comparison (1)
Audiolingual Method Communicative Language Teaching
Structure and form are more emphasized than meaning. Meaning is paramount.
Structure-based dialogs need be memorized.
Dialogs, if used, center on communicative functions and are
not normally memorized.
Language items are not necessarily contextualized. Contextualization is a basic premise.
Language learning is learning structures, sounds, or words. Language learning is learning to communicate.
Mastery, or "over-learning" is sought. Effective communication is sought.
Drilling is a central technique. Drilling may occur, but peripherally.
Native-speaker-like pronunciation is sought. Comprehensible pronunciation is sought.
Grammatical explanation is avoided.
Any device which helps the learners is accepted - varying
according to their age, interest, etc.
Communicative activities only come after a long process of
rigid drills and exercises.
Attempts to communicate may be encouraged from the very
beginning.
The use of the student's native language is forbidden. Judicious use of native language is accepted where feasible.
Translation is forbidden at early levels.
Translation may be used where students need or benefit
from it.
Reading and writing are deferred until speech is mastered. Reading and writing can start from the first day, if desired.
The target linguistic system will be learned through the overt
teaching of the patterns of the system.
The target linguistic system will be learned best through the
process of struggling to communicate.
Bataineh F. R. & Thabet S. S. (2011), Journal of Language Teaching and Research, Communicative Language Teaching in the Yemeni EFL Classroom: Embraced
or Merely Lip-serviced?, 2(1), 862

Audio-lingual & CLT : A Comparison (2)
Bataineh F. R. & Thabet S. S. (2011), Journal of Language Teaching and Research, Communicative Language Teaching in the Yemeni EFL Classroom: Embraced
or Merely Lip-serviced?, 2(1), 862
Audiolingual Method Communicative Language Teaching
The target linguistic system will be learned through the overt
teaching of the patterns of the system.
The target linguistic system will be learned best through the
process of struggling to communicate.
Linguistic competence is the desired goal.
Communicative competence (i.e. the ability to use the
linguistic system effectively and appropriately) is the desired
goal.
Varieties of language are recognized but not emphasized.
Linguistic variation is a central concept in materials and
methodology.
The sequence of units is determined solely by principles of
linguistic complexity.
Sequencing is determined by any consideration of content,
function, or meaning which maintains interest.
The teacher controls the learners and prevents them from
doing anything that onflicts with the theory.
Teachers help learners in any way that motivates them to
work with the language.
"Language is habit", so errors must be prevented at all costs.
Language is created by the individual often through trial and
error.
Accuracy, in terms of formal correctness, is a primary goal.
Fluency and acceptable language is the primary goal;
accuracy is judged not in the abstract but in context.
Students are expected to interact with the language system,
embodied in machines or controlled materials.
Students are expected to interact with other people, in the
flesh, through pair and group work, or in their writings.
The teacher is expected to specify the language students
use.
The teacher cannot know exactly what language the
students will use.
Intrinsic motivation will spring from an interest in the
structure of the language.
Intrinsic motivation will spring from an interest in what is
being communicated by the language.

Theory of Language
( Richards,J.C. and Rodgers, T.S, 1986)
• At the level of language theory, Communicative Language
Teaching has a rich, if somewhat eclectic, theory base:
• Language is a system for the expression of meaning.
• The primary function of language is for interaction and communication.
• The structure of language reflects its functional and communicative
uses.
• The primary unit of language is not merely its grammatical and
structural features, but categories of functional and communicative
meaning as exemplified in discourse.
Ma T. (2009). Asian Social Science. On Communicative Language Teaching — Theoretical Foundations and Principles, 5(4), 40-45

Theory of Learning
• According to the the communicative approach, in order for
learning to take place, emphasis must be put on the importance
of these variables:
• Communication: activities that involve real communication promote
learning.
• Tasks: activities in which language is used to carry out meaningful
tasks supports the learning process.
• Meaning: language that is meaningful and authentic to the learner
boosts learning.
Rhalmi M. (2009, September 2). Communicative Language Teaching (The Communicative Approach). http://www.myenglishpages.com/blog/communicative-
language-teaching-communicative-approach/

• For Chomsky the focus of linguistics was to describe
the linguistic competence that enables speakers to produce
grammatically correct sentences.
• Dell Hymes held, however, that such a view of linguistic theory
was sterile and that it failed to picture all the aspects of language.
He advocated the need of a theory that
incorporate communication competence

Dimensions of CLT by CanaIe and Swain (1980)
1. Linguistic (Grammatical) Competence which refers to
knowledge of grammatical rules.
2. Sociolinguistic Competence which refers to the use of
language to the appropriate people and at the appropriate
time.
3. Discourse Competence: the ability to discern and understand
morphemes and phrases gathered and arranged coherently
in a context.
4. Strategic Competence: All other means, besides words, that
a communicator employs in order to get his or her message
conveyed.
Dr. LMP Mulaudzi, English department, University of Venda South Africa (2016), Gender & Behaviour 2016, Teachers’ Understanding of the
Communicative Language Teaching Approach: The Case of English Language Teachers in Thohoyandou , Nigeria

“CLT is an approach to the teaching of second and foreign
languages that emphasizes interaction as both the means
and the ultimate goal of learning a language."
- Daisy (2012) -

“ CLT aims to (a) make communicative competence the
goal of language teaching and (b) develop procedures for
the teaching of the four language skills that acknowledge
the interdependence of language and communication ”
- Richards and Rodgers (2001) -

The Roles of Teachers and Learners in
the Classroom
• The type of classroom activities proposed in CLT also implied
new roles in the classroom for teachers and learners. Learners
now had to participate in classroom activities that were based
on a cooperative rather than individualistic approach to
learning. Students had to become comfortable with listening to
their peers in group work or pair work tasks, rather than relying
on the teacher for a model. They were expected to take on a
greater degree of responsibility for their own learning. And
teachers now had to assume the role of facilitator and monitor.
Rather than being a model for correct speech and writing and
one with the primary responsibility of making students produce
plenty of error-free sentences, the teacher had to develop a
different view of learners’ errors and of her/his own role in
facilitating language learning.
Press. ISBN 0-521-00843-3.

Teacher roles (1)
• There are quite a few roles for teachers in CLT which are
determined by the view of CLT. According to Breen and Candlin
in article “The essentials of a communicative curriculum in
language teaching” there are two main rules of a teacher in CLT
class rooms The first role is to facilitate the communication
process among all the students in the classroom, and between
the students and the different type of activities and texts.
Secondly, a teacher has to act as an independent participant
within the learning teaching groups. The teacher is also
expected to act as a resource, an organizer of resources, a
motivator, a counselor, a guide and a researcher. (Richards &
Rodgers, 2001).
Ansarey D. (2012). ASA University Review. Communicative Language Teaching in EFL Contexts: Teachers Attitude and Perception in Bangladesh, 6(1). 62-69

Teacher roles (2)
• A teacher hence, in a CLT environment has multiple roles to act, and
according to Harmer (2001)
• A teacher is an organizer of classroom activities, assessor of learner
errors, participant in organized activities, prompter to encourage the
learners, a source of language and knowledge, and an instructor to
train learners on language skills.
• These roles, sometimes, confuses the teachers in their expectations,
practices, and reaction to CLT.
• Deckert (2004) thinks that CLT requires teachers with low profile role,
pair and group work, problem solving activities, use of authentic
material, interaction on real-life topics, and teaching of four language
skills.
• Thompson (1996, p. 14) also recommends the reconsideration of old
concepts regarding language teaching held by teachers based on
their experiences and compare them with the new developments and
possibilities for better pedagogical gains.
Asmari A. R. A. Al. (2015). Journal of Language Teaching and Research , Communicative Language Teaching in EFL University Context: Challenges for Teachers ,
(6)5, 977-978

Learner roles
• As the importance in communicative language teaching on the
process of communication rather than mastery of language
forms, there are different roles of learners in classroom. The
main role of learners is negotiating. They negotiate among
themselves, the learning process and the objective learning.
Learners should contribute as much as they gain, and thereby
learn in an independent way. They interact within the groups
and within the classroom.

How Learners Learn a Language
• In recent years, language learning has been viewed from a very
different perspective. It is seen as resulting from processes
such as:
• Interaction between the learner and users of the language
• Collaborative creation of meaning
• Creating meaningful and purposeful interaction through language
• Negotiation of meaning as the learner and his or her interlocutor arrive
at understanding
• Learning through attending to the feedback learners get when they use
the language
• Paying attention to the language one hears (the input) and trying to
incorporate new forms into one’s developing communicative
competence
• Trying out and experimenting with different ways of saying things
Press. ISBN 0-521-00843-3.

Types of learning and teaching
activities
• Interactive Language Games
• Information sharing activities
• Task based activities
• Social interaction activities
• Functional Communication practices

Classroom activates
Reference (3)
• Role-play
• Role-play is an oral activity usually done in pairs, whose main goal is to develop
students' communicative abilities in a certain setting.
• Interviews
• An interview is an oral activity done in pairs, whose main goal is to develop students'
interpersonal skills in the TL.
• Group work
• Group work is a collaborative activity whose purpose is to foster communication in
the TL, in a larger group setting.
• Information Gap
• Information Gap is a collaborative activity, whose purpose is for students to
effectively obtain information that was previously unknown to them, in the TL.
• Opinion sharing
• Opinion sharing is a content-based activity, whose purpose is to engage students'
conversational skills, while talking about something they care about.
• Scavenger hunt
• A scavenger hunt is a mingling activity that promotes open interaction between
students.
Mitchell, Rosamond (1988). Communicative Language Teaching in Practice. Great Britain: Centre for Information on Language
Teaching and Research. pp. 23–24, 64–68. ISBN 0948003871.

Practices CLT in Various Countries
• Communicative Language Teaching (CLT) has been
incorporated in the English language syllabus in many
countries.
• They are responsible managers of their own learning (Lerasen-
Freeman, 1986). Learners also have important monitoring role
which they may apply subjectively to their own language.
• In a CLT class room situation, learners get opportunity to
express their individuality as well as share their ideas and
opinions. CLT believes that “learners first, learning second”
(Richards, 2001).

Practices CLT in Various Countries
• In this framework, along with the growing popularity of CLT in
most EFL countries, there have been many studies conducted
on the feasibility of CLT innovation and potential problems in its
use in EFL contexts such as China, Greece, Japan, Korea,
Taiwan, Turkey, Vietnam

Practices CLT in Germany
Candlin, (1978)
• Language teaching methodologists took the lead in developing
classroom materials that encouraged learner choice (Candlin,
1978).
• This was the formulation of grammar exercises in relation to
social aspects.

Practices CLT in Greece
Karavas-Doukas (1996)
• Karavas-Doukas (1996) investigated teachers’ attitudes toward
the use of communicative approach in Greece. It was reported
that although the English curriculum in Greece was based on
the premises of communicative language teaching, teachers
showed a tendency to carry on the traditional teacher-oriented
instruction style.

Practices CLT in Vietnam
Ellis (1994)
• Ellis (1994) examined the suitability of the communicative
approach in the Vietnamese context. He found that one of the
main problems in using a communicative approach in Vietnam
was that teachers were dependent on the inherent traditional
teaching practices.

Practices CLT in Korean (1)
Li (1998)
• Li (1998) looked into Korean teachers' perceptions of the
implementation of CLT. The results of Li’s study confirmed that
the teachers encountered difficulties in using CLT practices in
their classes.

(Li, 1998, p. 687)
• The difficulties reported by the Korean teachers were divided
into the following four categories:
• Difficulties caused by teachers:
• Difficulties caused by students:
• Difficulties caused by the educational system:
• Difficulties caused by CLT itself:

(Li, 1998, p. 687)
• Difficulties caused by teachers:
• Deficiency in spoken English,
• Deficiency in strategic and sociolinguistic competence,
• Lack of training in CLT,
• Few opportunities for retraining in CLT,
• Misconceptions about CLT,
• Little time for and expertise in material development
• Difficulties caused by students:
• Low English proficiency,
• Little motivation for communicative competence,
• Resistance to class participation

(Li, 1998, p. 687)
• Difficulties caused by the educational system:
• Large classes,
• Grammar-based examinations
• Insufficient funding,
• Lack of support
• Difficulties caused by CLT itself:
• CLT’s inadequate account of EFL teaching,
• Lack of effective and efficient assessment instruments.

“Teachers were reluctant to implement CLT in their
language classrooms due to these problems listed above. He
claimed that in order for teachers to be willing to make use
of CLT in EFL contexts, many adjustments must be made.”
- Li (1998) -

Summary of CLT (1)
• Compared with the traditional grammar-translation method, the
communicative language teaching approach emphasises
exposure to authentic materials and contexts, and function
rather than form teaching. This approach pays more attention to
fluency than accuracy in conveying messages, as long as it is
efficient.

Summary of CLT (2)
• Also sharing many of the same principles as the Silent Way,
this technique was relatively short-lived. Seeing the student as
a ‘whole’ person, the method involved students sitting in a circle
and encouraging them to use their feelings, intellect,
relationships and reactions.
• Summary
• When – 1970s – Today
• By – Dell Hymes - Reed College 1950 , Jack C. Richards and
Theodore S. Rogers ; Cambridge 1986
• Focus – Student interaction Interaction, authentic communication and
negotiating meaning
• Characteristics – Understanding of English through active student
interaction, role play, games, information gaps
Taylor, A. (2010, Feb 1). The Humanistic Approaches to Learning. http://blog.tjtaylor.net/method-humanistic/

Summary of CLT (3)
• Highlights
• The communication principle
• Real-life meaningful takes
• Authentic and meaningful use of language
• various activities appealing to all learning styles
• learning by doing
• Pros
• Low affective filter, practicing oral skills meaningfully and in context,
real-life like and meaningful
• Cons
• Oral production is emphasized more
Quotes about methods from Wikipedia http://en.wikipedia.org/wiki/Language-teaching_methodology
“Sauvignon (1983, 1997, 2002) suggests designing the CLT curriculum to include language arts, language-for-a-
purpose (content-based and immersion) activities, personalized language use, theatre arts (including simula- tions,
role-plays, and social interaction games), and language use “beyond the classroom”.

Communicative Language Teaching (CLT) - Micro Teaching Demonstration
Dr Diane Larsen-Freeman in Akd CELT Athens
Published on 25 Feb 2014
https://www.youtube.com/watch?v=DOj3BRL0i14

By Akdeniz University ELT Department
Published on Published on 17 Mar 2016
https://www.youtube.com/watch?v=I7OeRKb8fCs

By Jay Richardson
Published on 17 Sep 2016
https://www.youtube.com/watch?v=I7OeRKb8fCs

Reference (1)
• Quirke, A. (2002, Sep 7). A SHORT HISTORY OF EFL.
http://www.philseflsupport.com/efl_history.htm
• Taylor, A. (2010, Feb 1). Communicative Language Teaching.
http://blog.tjtaylor.net/method-communicative/
• Taylor, A. (2010, Feb 1). The Humanistic Approaches to Learning.
http://blog.tjtaylor.net/method-humanistic/
• Wells, Q. (2013, Sep 19). ESL Methods timeline (Prezi).
http://tinyurl.com/lnuhedm
• Taylor, A. (2010, Feb 1). Language Teaching Methods: An Overview.
http://blog.tjtaylor.net/teaching-methods/
• Quotes about methods from Wikipedia
http://en.wikipedia.org/wiki/Language-teaching_methodology
• Mpolat . (2017, May 14). History of ESL methods.
https://magic.piktochart.com/output/1236961-history-of-esl-methods
• Rhalmi M. (2009, September 2). Communicative Language Teaching
(The Communicative Approach).
http://www.myenglishpages.com/blog/communicative-language-teaching-
communicative-approach/

Reference (2)
• Willis, D. (1990) The Lexical Syllabus. Collins Cobuild
• Richards, J. and Rodgers, T (1986) . Approaches and Methods in Language Teaching CUP Cambridge.
• A. P. R. HOWATT and RICHARD SMITH (2014). Language and History. The History of Teaching English as a Foreign
Language, from a British and European Perspective,57(1). 78
• Zhou G. & Niu X. (2015). Journal of Language Teaching and Research. Approaches to Language Teaching and Learning,
6(4), 800-801
• Ansarey D. (2012). ASA University Review. Communicative Language Teaching in EFL Contexts: Teachers Attitude and
Perception in Bangladesh, 6(1). 62-69
• Asmari A. R. A. Al. (2015). Journal of Language Teaching and Research , Communicative Language Teaching in EFL
University Context: Challenges for Teachers , 6(5), 977-978
• Bataineh F. R. & Thabet S. S. (2011), Journal of Language Teaching and Research, Communicative Language Teaching
in the Yemeni EFL Classroom: Embraced or Merely Lip-serviced?, 2(1), 862
• Dr. LMP Mulaudzi, English department, University of Venda South Africa (2016), Gender & Behaviour 2016, Teachers’
Understanding of the Communicative Language Teaching Approach: The Case of English Language Teachers in
Thohoyandou , Nigeria
• Brown, H. D. (2000) Principles of Language Learning and Teaching. New York: Longman. © Dimitrios Thanasoulas 2002
• Anthony, E. M. (1963). "Approach, Method, and Technique". ELT Journal (2): 63–43.
• Littlewood, William. Communicative language teaching: An introduction. Cambridge University Press, 1981, pp. 541-545
• Jack C.Richards - Cambridge University Press – 2006
• Ma T. (2009). Asian Social Science. On Communicative Language Teaching — Theoretical Foundations and Principles,
5(4), 40-45

Reference (3)
• Mitchell, Rosamond (1988). Communicative Language Teaching in Practice. Great Britain:
Centre for Information on Language Teaching and Research. pp. 23–24, 64–
68. ISBN 0948003871.
• Brandl, Klaus (2007). Communicative Language Teaching in Action: Putting Principles to Work.
Upper Saddle River, NJ: Phil Miller. pp. 284–297. ISBN 9780131579064.
• Richards, Jack (2006). Communicative Language Teaching Today. USA: Cambridge University
Press. pp. 14–21. ISBN 9780521925129.
• Mitchell, Rosamond (1988). Communicative Language Teaching in Practice. Great Britain:
Centre for Information on Language Teaching and Research. pp. 23–24, 64–
68. ISBN 0948003871.
• Richards, Jack C.; Theodore S. Rodgers (2001). Approaches and Methods in Language
Teaching. Cambridge UK: Cambridge University Press. ISBN 0-521-00843-3.
• Johnson & Johnson 1999.
• Other sources: Wikipedia – CLT

Communicative language method

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