Communicative language teaching
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Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
Communicative language teaching
- 1. COMMUNICATIVE LANGUAGE TEACHING (CLT) ENGLISH TEACHING METHODOLOGY
- 3. HISTORY • The origins of CLT are found in the changes in the British language teaching tradition, which considered grammar competence as the foundation of the language proficiency, dating from the late 1960s.
- 4. HISTORY • CLT started its rise to prominence during the 1970s and 80s for these reasons:
- 5. HISTORY • Increase in demand for language learning in Europe when the European Common Market opened • More secondary and high schools started teaching foreign languages • In the UK, the appearance of comprehensive schools gave all high school students the chance of studying a foreign language.
- 7. BACKGROUND • The CLT method based on the purpose of communicative competence of language learning. • Four aspects of communicative competence: grammatical competence, socio-linguistic competence, discourse competence, strategic competence
- 9. GOALS • CLT aims at providing students with authentic communication lessons which try to imitate the natural progression of language learning • The authentic communication that imitate real life situations is supposedly more fun and more helpful for the students.
- 11. FEATURES • Communicative competence emphasis • Fluency is emphasized • Primary function: for interaction and communication • Students work in pairs or small groups, everyone has an opportunity to talk
- 12. FEATURES • Learner-centered, active learners • Teacher: facilitator, analyst, counselors, group process manager • Instructional materials: encouraging communicative language use
- 13. FEATURES • 3 kinds of materials: text-based, task-based and realia • Dialogues, if used, center around communicative functions • Native language may be accepted.
- 15. STRONG POINTS • Teacher – student relationship improved: interactive, harmonious, not the type of master-servant relationship
- 16. STRONG POINTS • Emphasis on learner’s cognitive and operational abilities: let the students themselves think about and express their views, developed in real life the capability of using language to communicate.
- 17. STRONG POINTS • Student’s interests enhanced: students get close to life, act as the main character and naturally become interested in the language, learn the language for recreation
- 19. WEAK POINT • Not sufficient concentration on the accuracy or the correctness of grammar errors • Hard to create a real-life environment in class, difficult to reproduce authentic language use
- 20. WEAK POINT • Difficult to use in a large class: problems in monitoring and guiding students • Causes troubles for students at low levels of proficiency, resistance to involving in class activities
- 22. PRINCIPLES • Create a range of different activities that mimic the use of the English language outside of the classroom, including: pair work, group work, role plays, interviews, games, surveys or learning by teaching,...
- 23. PRINCIPLES • Ensure that students have enough vocabulary and understanding of the situation in which they are learning before carrying out activities