2. Introduction
Communicative Language Teaching (CLT) is a popular approach in language education that emphasizes
interaction and real-life communication. This method encourages students to use the target language in
meaningful real life contexts, thereby enhancing their speaking, listening, reading, and writing skills. The
Community Language Learning Method takes its principles from the more general Counseling-Learning
approach developed by Charles A . Curran. Curran studied adult learning for many years . He found that
adults often feel threatened by a new learning situation . They are threatened by the change inherent in
learning and by the fear that they will appear foolish. Curran believed that a way to deal with the fears of
students is for teachers to becomelanguage counselors . A language counselor does not mean
someone trained in psychology; it means someone who is a skillful ‘understander’ of the struggle students
face as they attempt to internalize another language.
CLT is a combination of various language concepts, including sociolinguistics, functional linguistics,
semantics, and pragmatics. Through the CLT approach, learners are encouraged to develop their
communicative competence by using the language in meaningful and real-life situations. For instance, a
Communicative Language Teaching lesson may involve students practicing a conversation in a restaurant,
rather than simply memorizing vocabulary related to food and drink.
This approach emphasizes the importance of fluency over accuracy, making it a popular choice for
language instruction in many contexts. The CLT approach, which originated in Britain, has been widely
adopted in English as a Second or Foreign Language (ESL/EFL) classrooms worldwide (Liao & Zhao, 2012;
Ozsevik, 2010). This global acceptance has been extensively documented by Ellis (1996). The
aforementioned approach holds a crucial position within the domain of English language teaching (ELT),
receiving acknowledgement from both linguists and language educators due to its pedagogical merit.
3. Historical Background
Communicative Language Teaching (CLT) originated in Europe in the 1970’s with the aim of making language instruction responsive to
the communicative, functional demands of learners. It has its roots in the changes to the British language teaching tradition which
adopted the Situational Language Method. This method aimed to teach basic grammar within meaningful situations. However, it was
seen that this method did not allow for the creativity of interactions. A need to study the language itself was seen. This was partly a
response to Chomsky’s demonstration that the current structures of language could not account for the uniqueness and creativity of
uttered sentences. Likewise, the British Applied linguists saw the need to focus more on the communicative proficiency rather than
structures (Richards & Rogers, 2001).
Thus, in 1971, a group of scholars looked into the development of language courses where learning tasks were broken down into
smaller units that corresponded to the needs of the learners and are related to the rest of the syllabus. After considering the needs of
European language learners, the British linguist, Wilkins, sought to propose a functional or communicative function of language based
on which a syllabus can be developed. He analyzed the communicative meanings that a learner needs to express and understand. Thus,
instead of the traditional system of teaching grammar, he focused on meaning. He categorized meaning into two:
(1) notional (time, sequence, quantity, location, frequency; and
(2) categories of communicative function (request, denials, offers, complaints) (Richards & Rogers, 2001).
This, together with the work of other applied linguists and teaching specialists in Great Britain, came to be called the Communicative
Approach or simply Communicative Language Teaching (CLT)
What is the Dell Hymes Communicative Language Teaching Method?
The Dell Hymes Communicative Language Teaching Method, often called CLT, is an educational approach that focuses on developing
learners’ communicative competence in a target language. It is named after Dell Hymes, an American linguist, who proposed the
concept of communicative competence, which encompasses the knowledge of grammar and vocabulary and the ability to use language
appropriately in real-life situations.
4. Principles Of CLT
Savignon (2002) cites Berms’ summary of the eight principles of CLT:
1. Language teaching is based on a view of language as communication. Through it, speakers make meaning and
communicate for a specific purpose, whether orally or in writing. Students learn language through real-life
communication, using authentic texts and engaging in communicative activities. CLT prioritizes the ability to perform
various functions, such as requesting, apologizing, or expressing opinions, rather than simply being correct grammatically.
2. Diversity is part of language development and use.
3. Competence is relative, not absolute.
4. Varieties of language can be used as models for learning and teaching.
5. Culture is a means for shaping speaker’s communicative competence, both in the first and in subsequent languages.
6. Various techniques and methodologies are allowed.
7. Language use serves to express ideas, interact with others and understand and produce texts, and is related to the
progress of competence in each.
8. Learners should use the language in performing tasks, for a variety of purposes throughout the learning process.
Lessons are centered around tasks that students complete, simulating real-world situations and encouraging interaction
5. CLT & other Approaches / Methods
Grammatical curricula which were considered the traditional lesson formats of language teaching focused more on the
mastery of different items of grammar and practice through controlled activities such as memorization of dialogues and
drills, and toward the use of pair work activities, role plays, group work, and project work.
CLT, which departed from such traditional format, included language functions in its curricula instead of grammar
development. Its aim is to develop fluency and the ability to communicate in different settings, embedding grammar use in
a context. Authentic materials are used. The students are encouraged to maximize classroom participation. Within this,
interactive small-group work became an important strategy to develop fluency. They had to listen to peers rather than only
on the teacher and were to take a more responsible role for their own learning. The teacher simply plays the role of guide
and facilitator (Parrish, 2006).
Another of the techniques that CLT employs is scaffolding which is the “role of teachers and others in supporting the
learner’s development and providing support structures to get to that next stage or level” (Raymond, as cited in Van der
Stuyf, 2002). This is based on Lev Vygostky’s sociocultural theory and his concept of the zone of proximal development
(ZPD). Vygostsky theorized that learning occurs through participation in social or culturally embedded experiences (ibid.).
Learning is not done in isolation but rather takes place in meaningful communication with more capable “others” until he
internalizes that knowledge. CLT works on the basis of this theory employing authentic conversation in classroom settings
rather than focusing on the rules. Here, learner-centeredness is again made manifest because it engages him. He is not only
a passive listener but rather builds on prior knowledge through the hints given by the teacher (ibid).
6. Communicative Language Teaching method & Activities
A variety of techniques and activities can be found within the Communicative Language Teaching
method. Below is a table that highlights some common CLT activities:
Role-plays Students take on specific roles and engage in conversations, simulating
real-life situations.
Information gap activities Students work in pairs or groups, with each individual possessing some
information that others do not have. They must communicate to share
information and complete the task.
Debates and discussions Students express, defend, and challenge opinions on various topics,
promoting the use of functional language for persuasion and
argumentation.
Problem-solving tasks Students work together to solve problems or complete puzzles, requiring
them to exchange information and negotiate meaning in the target
language.
Project-based activities Working in groups or individually, students create a product, such as a
presentation, poster, or video, focusing on the effective use of language
skills to convey information and meaning.
7. Role-play is an oral activity which is done in pairs. Its major aim is to improve the students’
communicative skills. For example, 1. The teacher make the students describe a scene at the
airport, in the restaurant, at the hospital, etc. 2. The teacher determines the purpose of the
students’ conversation such as asking the destination, ordering fish and chips, etc. 3. The
students speak in pairs for a certain period of time. The above mentioned activities give the
students opportunity to develop their communicative abilities in the target language. Most of
the students feel more convenient conversing in pairs rather than before the whole class. The
teachers should know about the distinctions between an utterance and a conversation. The
students can use the identical utterances many times while doing this activity and not, in fact,
have a creative conversation. If the teachers don’t regulate what kinds of conversations
students have, the students might not improve their communicative abilities.
Interview is an oral activity conducted in pairs. Its major aim is to develop learners’
interpersonal abilities in the target language. For instance: 1. The teacher distribute all the students
the same question card to ask the partner. 2. Pairs ask and answer questions each other. In this
activity there is a pressing need to monitor the students’ answers because the questions are
highly structured. The questions can cover one more ore specific features of vocabulary or
grammar. This tactic should be used mainly in language classes which are at lower level since it will
be more efficient for lower-level students. Higher-level students should have unpredictable talks in
the target language where not either questions or the answers are written or anticipated. If this
activity was used among the high-level learners, it would be inefficient for them
8. Group work Group
work is based on collaborative activity. Its main aim is to develop communication skills in the target language, in a larger
group setting [2, p.285].
For example: 1. The number of students does not exceed 6 in a group.
2. The learners have conventional names in the group such as eagle, wolf, etc.
3. The teacher gives every group the same assignment to finish.
4. Every member of the group is allocated arranged time to work on the assignment.
5. The group members discuss the information they have been given with one another and do the task all together.
The learners may feel overwhelmed in language class-room, however this activity may take away from that sense. The
learners are asked to concentrate on one piece of data only that increases their understanding of that information.
Better understanding brings about better interaction in the group which develops the learners’ communicative skills in
the target language. The teacher should monitor and make sure that every student helps equally to the effort of the
group. So the instructor should design the activity properly. In this case all the students will assist equally and take
advantage of the activity.
9. Information Gap Activities
Information gap is based on collaborative activity as well. Its main goal is to get information effectively for the students which was unknown to them
in the target language [12, p.20]. For example:
1) The students are divided into two groups in the classroom. One partner in every pair is called Partner A and the other is named Partner B.
2) All the learners who include Partner A are given a piece of paper with a grid on it. The grid is filled incompletely, however some boxes are empty.
3) All the learners who are the members of Partner B are given a piece of paper with a grid on it. The boxes which are empty on Partner B’s grid are
filled in on Partner B’s. You can find empty boxes on Partner B’s time-table, as well, but they are filled in on Partner A’s.
4) The partners should work together to ask about and provide one another with data they both miss to fill in each other’s grids. Completion of the
information gap activities develops the learners’ skills about unknown information in the target language. These skills are directly relevant to
numerous real-world conversations where the purpose is to define some more information which is new or just to exchange data. The teachers
should not look down on the fact that their students should be ready to interact effectively for this activity. They should be aware of definite
word stock, certain grammatical structures. If the students don’t prepare for the assignment well, they won’t be able to communicate properly
Information gap activities are designed to encourage students to communicate in order to complete a task. In these activities, each student has some
information that the other does not, and they must use the target language to share this information and complete the task. This type of activity is
excellent for practicing collaboration skills, communication skills, question forms, vocabulary, and functional language.
One common example is the “Describe and Draw” activity. In this exercise, one student describes a picture to their partner, who must draw it based on
the description and ask follow up questions. This develops students’ communication and listening skills, making it a highly effective CLT activity.
Another example is the “Find the Difference” activity, where students are given two similar pictures with subtle differences. They must describe their
pictures to each other and identify the differences without looking at each other’s images. This activity promotes detailed observation and descriptive
language use.
10. Group discussions are a powerful way to foster communicative competence among students. These discussions
can be based on a variety of topics, such as current events, cultural issues, or personal experiences. The key is to
choose topics that are relevant and interesting to the particular group of students, encouraging them to express
their opinions and engage in meaningful dialogue.
You can facilitate group discussions by providing guiding questions or prompts. This helps to keep the
conversation focused and ensures that all students have the opportunity to participate. Additionally, assigning
specific roles, such as a moderator or note-taker, can help structure the discussion and make it more productive.
Group discussions not only improve speaking and listening skills but also promote critical thinking and the ability
to articulate thoughts clearly. They are an excellent way to create a dynamic and interactive classroom
environment.
Interactive Games
Interactive games are a fun and engaging way to practice language skills. These games can range from simple
vocabulary puzzles to more complex activities that require strategic thinking and problem-solving. The key is to
choose games that are appropriate for the students’ proficiency level, age, and learning objectives . For example
11. Opinion sharing This is a contest-based activity. Its main aim is to engage students’ conversational
abilities while conversing about something that they are keen on.
For example: 1)The teacher presents a topic and asks the learners to think seriously about the
views (e.g., climate change, dating, education abroad)
2) The learners speak in pairs or in small groups arguing on their views on the topic. Opinion sharing is
an effective way of getting introverted students to open up and share their views. If a learner owns a
strong and different view about a certain topic, he speaks up and share. Respect is a main factor in
this activity. If the student feels like his views are not respected by the teacher or his peers, he/she
won’t feel convenient in sharing and will not gain the communicative profit of this activity.
A scavenger hunt This is a mixed activity which develops open communication between students.
For example, 1.The teacher gives a sheet with instructions to the students.
2. Students walk around the classroom and ask and answer questions about each other 3. The learners
desire to find all the questions that they should finish the scavenger hunt.
Doing this activity , the learners have the chance to talk to some classmates in a low-pressure
environment. They talk to one person at a time. After knowing and sharing information with each other,
the learners feel more relaxed while talking and sharing during other communication activities.
12. Current Trends in Communicative Language Teaching
Over the years, CLT has evolved and adapted to language learners’ changing needs and
demands. One of the current trends in CLT is the process-based approach, which emphasizes the
importance of the learning process rather than solely focusing on the final product. This
approach encourages learners to reflect on their language learning strategies, set goals, and self-
assess.
Another trend is the integration of content-based instruction and task-based instruction within
the CLT framework. Content-based instruction involves using authentic texts or materials from
various disciplines as a basis for language learning. In contrast, task-based teaching focuses on
completing meaningful tasks that require language use.
13. Product-Based CLT Approaches – Text-Based
Instruction and Competency-Based Instruction
In addition to the process-based approach, CLT also encompasses product-based techniques.
Text-based instruction involves using authentic texts, such as newspaper articles or short stories,
as a starting point for language activities. Learners engage in reading, listening, speaking, and
writing tasks related to the text, which helps them develop their language skills.
Competency-based instruction, on the other hand, focuses on developing specific language
competencies or abilities. For example, learners might work on improving their negotiation
skills, intercultural communication skills, or oral presentation skills through a series of targeted
activities and practice opportunities.
14. The slides are based on the following references
References
Techniques & Principles in Language Teaching
BY Diane Larsen-Freeman and Marti Anderson
https://
www.researchgate.net/publication/375924066_Major_techniques_of_CLT_in_language_learning
![Group work Group
work is based on collaborative activity. Its main aim is to develop communication skills in the target language, in a larger
group setting [2, p.285].
For example: 1. The number of students does not exceed 6 in a group.
2. The learners have conventional names in the group such as eagle, wolf, etc.
3. The teacher gives every group the same assignment to finish.
4. Every member of the group is allocated arranged time to work on the assignment.
5. The group members discuss the information they have been given with one another and do the task all together.
The learners may feel overwhelmed in language class-room, however this activity may take away from that sense. The
learners are asked to concentrate on one piece of data only that increases their understanding of that information.
Better understanding brings about better interaction in the group which develops the learners’ communicative skills in
the target language. The teacher should monitor and make sure that every student helps equally to the effort of the
group. So the instructor should design the activity properly. In this case all the students will assist equally and take
advantage of the activity.](https://image.slidesharecdn.com/eltclt-250419060933-640319e3/85/ELT-CLT-pptx-a-comprehensive-PPP-based-on-CLT-8-320.jpg)
![Information Gap Activities
Information gap is based on collaborative activity as well. Its main goal is to get information effectively for the students which was unknown to them
in the target language [12, p.20]. For example:
1) The students are divided into two groups in the classroom. One partner in every pair is called Partner A and the other is named Partner B.
2) All the learners who include Partner A are given a piece of paper with a grid on it. The grid is filled incompletely, however some boxes are empty.
3) All the learners who are the members of Partner B are given a piece of paper with a grid on it. The boxes which are empty on Partner B’s grid are
filled in on Partner B’s. You can find empty boxes on Partner B’s time-table, as well, but they are filled in on Partner A’s.
4) The partners should work together to ask about and provide one another with data they both miss to fill in each other’s grids. Completion of the
information gap activities develops the learners’ skills about unknown information in the target language. These skills are directly relevant to
numerous real-world conversations where the purpose is to define some more information which is new or just to exchange data. The teachers
should not look down on the fact that their students should be ready to interact effectively for this activity. They should be aware of definite
word stock, certain grammatical structures. If the students don’t prepare for the assignment well, they won’t be able to communicate properly
Information gap activities are designed to encourage students to communicate in order to complete a task. In these activities, each student has some
information that the other does not, and they must use the target language to share this information and complete the task. This type of activity is
excellent for practicing collaboration skills, communication skills, question forms, vocabulary, and functional language.
One common example is the “Describe and Draw” activity. In this exercise, one student describes a picture to their partner, who must draw it based on
the description and ask follow up questions. This develops students’ communication and listening skills, making it a highly effective CLT activity.
Another example is the “Find the Difference” activity, where students are given two similar pictures with subtle differences. They must describe their
pictures to each other and identify the differences without looking at each other’s images. This activity promotes detailed observation and descriptive
language use.](https://image.slidesharecdn.com/eltclt-250419060933-640319e3/85/ELT-CLT-pptx-a-comprehensive-PPP-based-on-CLT-9-320.jpg)
