COMMUNICATIVE LANGUAGE TEACHING

(CLT)
SEPTEMBER 7, 2024
BY:
CALIGDONG, QUEENGIE JOY SENO, CRISTINE JOY
DOROMAS, KIMBEERLYN C. ROSALES, JUNDELL
OBIDO, THERESA MAE E.
https://www.youtube.com/watch?v=nymbPP5U7eo
https://www.youtube.com/watch?v=fZpveNVR8cA
RECAPITULATION
Language Teaching and Learning
English Language,
Language Learning,
The Varieties of English Language,
Grammar (Word and Sentence Level
Grammar,
Prescriptive and Descriptive Grammar
 Language Teaching and Learning

Difference between Approach, Methods, and

Techniques
Why is it important to learn Approach,
Methods, and Techniques
Approaches in Teaching Grammar (Deductive
and Inductive Principles and Pros & Cons.)
Difference between Syllabus and Curriculum
Types of Syllabus
COMMUNICATIVE
LANGUAGE
TEACHING
English Grammar Approaches for
English Learners
(English 206)
 LEARNING FACILITATOR:1: Background of Communicative Language Teaching

She is from Sarangani Province.

She is currently working at the
Department of Education, Division of
Sarangani as a Senior High School
Teacher.
CRISTINE JOY SENO
LEARNING FACILITATOR: 2: FEATURES of Communicative Language Teaching

He is from Alabel, Sarangani Province.

He is currently working at the Office
of the Civil Defense Region XII
as Procurement Officer/
Training Instructor for 4 years.
JUNDELL ROSALES
 LEARNING FACILITATOR: 3. ROLES: TEACHERS AND STUDENTS

She is from Tupi, South Cotabato.

She is currently working at
Drapery Hardware
Inc., Gensan Branch as Sales
Coordinator for 7 years now.
THERESA MAE OBIDO
LEARNING FACILITATOR: 4: RESEARCH ABSTRACT PRESENTATION

She is from Polomolok, South

Cotabato. She is currently
working at the Department of
Education, Schools Division of
South Cotabato as a Senior High
School Teacher for 5 years.
KIMBEERLYN C. DOROMAS
 LEARNING FACILITATOR: 5: VIGNETTE

She is from Polomolok, South Cotabato

but temporarily staying at Calumpang,
General Santos City. She was a Senior
High School Teacher for 2 years at Notre
Dame of Sienna College of Polomolok.
QUEENGIE JOY CALIGDONG
 BACKGROUND
1 HISTORICAL AND THEORETICAL BASES

2 PROPONENT OF COMMUNICATIVE LANGUAGE TEACHING

SIGNIFICANCE IN TEACHING AND LEARNING GRAMMAR

3
WHAT IS
COMMUNICATIVE
LANGUAGE TEACHING
Communicative Language
Teaching (CLT) is an approach to
language teaching that prioritizes
communication as the primary goal
of language learning.
"Communicative Language Teaching can be
understood as a set of principles about the goals
of language teaching, how learners learn a
language, the kinds of classroom activities that
best facilitate learning, and the roles of teachers
and learners in the classroom."

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching
(2nd ed.). Cambridge University Press.
"CLT is based on the idea that the
most effective way to learn a
language is through using it for
meaningful communication."

Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson
Longman.
 WHEN DID
COMMUNICATIVE
LANGUAGE TEACHING
START?
HISTORTY
CLT developed in the 1960s and 1970s
as a response to the perceived
shortcomings of traditional language
teaching methods, such as the
Grammar-Translation Method and the
Audiolingual Method.
TRADITIONAL LANGUAGE TEACHING METHODS

A. GRAMMAR- B. AUDIOLINGUAL
TRANSLATION METHOD
METHOD
1.1 HISTORICAL AND
THEORETICAL BASES
•Theoretical Bases:
Sociolinguistics:
•Dell Hymes introduced the concept of
"communicative competence" in the 1970s,
which became foundational for CLT.
Functional Linguistics:
•Michael Halliday’s theory of
systemic-functional linguistics
emphasized that language
serves various functions in
communication, such as
expressing ideas, interacting
with others, and organizing
experiences.
Second Language Acquisition
(SLA) Research:
•Stephen Krashen’s theories
on second language
acquisition, particularly his
Input Hypothesis, also
supported the development of
CLT.
1.2 PROPONENTS AND
DELIVERY OF CLT
•Proponents:
1. Michael Canale and Merrill Swain:
•Canale and Swain played a significant role
in expanding the concept of
communicative competence. They
proposed a model consisting of four
components:
PROPOSED MODELS
1.Grammatical 3. Discourse
Competence Competence

2. Sociolinguistic 4. Strategic
Competence Competence
•Proponents:
2. Sandra Savignon:
•Sandra Savignon is another prominent
advocate of CLT. Her research
demonstrated that learners who engaged
in communicative activities developed
greater communicative competence than
those who were taught using more
traditional methods.
HOW COMMUNICATIVE
LANGUAGE TEACHING
IS DELIVERED?
 1.Task-Based 3. Authentic
Learning Materials
1. Does the argument present relevant facts, statistics, evidence or logical reasoning to support its
claims?

2. Is the information drawn from reliable and credible sources?

2. Role-Playing
4. Focus
3. Is the argument structured in a logical and coherent manner, leading to a clear conclusion?
on
and Simulations Fluency and
4. Are there any flaws or inconsistencies in the argument's reasoning that you Accuracy
can identify?
Significance of Communicative Language Teaching (CLT)
in Teaching and Learning Grammar

1. Contextualized Grammar Learning:

2. Focus on Meaning Over Form
3. Integration of Grammar with the Four Language Skills
4. Use of Authentic Materials and Real-Life Situation
5. Emphasis on Learner-Centeredness and Interactions
6. Encouragement of Grammar Awareness and Reflection
 REFERENCES
1. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches
to second language teaching and testing. *Applied Linguistics, 1*(1), 1-47.
https://doi.org/10.1093/applin/I.1.1
2. Ellis, R. (2003). *Task-based language learning and teaching.* Oxford University
Press.
3. Halliday, M. A. K. (1978). *Language as social semiotic: The social interpretation
of language and meaning.* London: Edward Arnold.
4. Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes
(Eds.), *Sociolinguistics: Selected readings* (pp. 269-293). Harmondsworth:
Penguin.
5. Krashen, S. D. (1982). *Principles and practice in second language acquisition.*
Pergamon Press.
 SCOPE
1 Communicative competence

2 Key Features OF COMMUNICATIVE LANGUAGE TEACHING

3 Proposals for a Communicative Syllabus

3 Classroom Activities in Communicative Language Teaching

COMMUNICATIVE
LANGUAGE
TEACHING
It is an approach that aims to make:
a.) communicative competence in the
goal of language teaching and;
b.) develop procedures for teaching the
four language skills that acknowledge
the interdependence of language and
communication.
 COMMUNICATIVE COMPETENCE

Communicative competence includes the following aspects of

language knowledge:

•Knowing how •Knowing how •Knowing how •Knowing how

to use language to vary our use to produce and to maintain
for a range of of language understand communication
different according to the different types despite having
purposes and setting and the of texts limitations in
functions participants one’s language
knowledge
 Different views of Language learning 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
 Different views of Language learning such as:

•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
 KEY FEATURES OF CLT
Different views of Language learning such as:

Lessons have communicative aims

- the lesson aims to practice and develop

The teacher acts as a facilitator in the learning

process
- fluency and accuracy practice
Major distinctive features (Finocchiaro and Brumfit ,1983)
AUDIO-LINGUAL COMMUNICATIVE
METHOD METHOD
AUDIO-LINGUAL COMMUNICATIVE
METHOD METHOD
AUDIO-LINGUAL COMMUNICATIVE
METHOD METHOD
PROPOSALS FOR A
COMMUNICATIVE
SYLLABUS
PROPOSALS FOR A
COMMUNICATIVE SYLLABUS
Skills-based syllabus
- focuses on the four skills of reading, writing, listening, and speaking,
and breaks each skill down into its component micro skills.
•Recognizing key words in conversations
•Recognizing the topic of a conversation
•Recognizing speakers’ attitudes toward a topic
•Recognizing the time reference of an utterance
•Following speech at different rates of speed
•Identifying key information in a passage
Notional syllabus
-A notional syllabus (also called a notional/functional syllabus) is one
whose language content is organised according to meanings which the
learner needs to express. These may be functions (or illocutionary acts)
such as making requests, apologising, giving directions, or conceptual
categories (notions) such as place, time and emotions, and the
exponents which are used to communicate them.

•For Describing Location, notional exponents would

include such grammatical categories as
prepositions of place (on, in, under, in front of etc)
Task syllabus
-specified the tasks and activities students should
carry out in the classroom

-claim is that language learning will result from

creating the right kinds of interactional processes in
the classroom

- the best way to create these is to use specially

designed
instructional tasks
IMPLICATIONS FOR
METHODOLOGY
IN 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.
CLASSROOM ACTIVITIES
IN COMMUNICATIVE
LANGUAGE TEACHING
The range of exercise types and activities compatible with a
communicative approach is unlimited, provided that such
exercises enable learners to attain the communicative
objectives of the curriculum, engage learners in
communication, and require the use of such communicative
processes as information sharing, negotiation of meaning,
and interaction.

The “functional communication activities“ and

"social interaction activities" as major activity
types in Communicative Language Teaching-
Littlewood (1981)
The “functional communication activities“
include such tasks as:
learners comparing sets of pictures and noting similarities
and differences; working out a likely sequence of events in
a set of pictures; discovering missing features in a map or
picture; one learner communicating behind a screen to
another learner and giving
instructions on how to draw a
picture or shape, or how to
complete a map; following
directions; and solving problems
from shared clues.
The “Social interaction activities “
include such tasks as:
conversation and discussion
sessions, dialogues and
role plays, simulations,
skits, improvisations,
and debates.
 CLASSROOM ACTIVITIES IN
COMMUNICATIVE LANGUAGE TEACHING
 MECHANICAL, MEANINGFUL, AND
COMMUNICATIVE PRACTICE
Mechanical practice refers to a controlled practice activity which
students can successfully carry out without necessarily understanding
the language they are using.

Meaningful practice refers to an activity where language control is still

provided but where students are required to make meaningful choices
when carrying out practice.

Communicative practice refers to activities where practice in using

language within a real communicative context is the focus, where real
information is exchanged, and where the language used is not totally
predictable.
 INFORMATION GAP
This refers to the fact that in real communication,
people normally communicate to get information
they do not possess. This is known as an
information gap.
More authentic communication is likely to occur in
the classroom if students go beyond the practice of
language forms for their own sake and use their
linguistic and communicative resources to obtain
information.
 JIGSAW ACTIVITIES
-These are also based on the information-gap
principle.
-Typically, the class is divided into groups and each
group has part of the information needed to
complete an activity.
-The class must fit the pieces together to complete
the whole.
-In so doing, they must use their language resources
to communicate meaningfully and so take part in
meaningful communication practice.
 OTHER ACTIVITY TYPES IN CLT
Task-completion activities: puzzles, games, map-reading,
and other kinds of classroom tasks in which the focus is on
using one’s language resources to complete a task.
Information-gathering activities: student-conducted
surveys, interviews, and searches in which students are
required to use their linguistic resources to collect
information.
Opinion-sharing activities: activities in which students
compare values, opinions, or beliefs, such as a ranking
task in which students list six qualities in order of
importance that they might consider in choosing a
date or spouse.
Information-transfer activities: These require learners to
take information that is presented in one form, and
represent it in a different form. For example, they may read
instructions on how to get from A to B, and then draw a map
showing the sequence, or they may read information about
a subject and then represent it as a graph.
Reasoning-gap activities: These involve deriving some new
information from given information through the process of
inference, practical reasoning, etc. For example, working out
a teacher’s timetable on the basis of given class
timetables.
Role plays: activities in which students are assigned roles
and improvise a scene or exchange based on given
information or clues.
 Emphasis on Pair and Group Work
•They can learn from hearing the
language used by other members
of the group.
•They will produce a greater amount of
language than they would use in teacher-
fronted activities.
•Their motivational level is likely to increase.
•They will have the chance to develop
fluency.
REFERENCES
•Second Language Pedagogy. Oxford: Oxford University.
Press. Richards, Jack C., and Theodore Rodgers (2001).
Approaches and Methods in Language Teaching.
 ROLES
ROLES:
Teacher ’s Role
and
Students Role

3
WHAT IS
COMMUNICATIVE
LANGUAGE TEACHING
-Learner’s involved in real
communication.
-Natural strategies for language
acquisition will be used.
-Language as a “tool”
acts as “facilitator “in
the learning process.
TEACHER facilitates
communication IN THE
CLASSROOM AND ESTABLISH
SITUATIONS LIKELY TO PROMOTE
COMMUNICATION.
( Richards..J…C Rodgers T..S(p77)
LEARNERS ROLE
The learners role within CLT is as
negotiator between the self, the
learning process, and the object of
learning, emerges from and interacts
with the role of joint negotiator
within the group and within the
classroom procedure and activities
which the group undertakes.
In other words, the learner should
contribute as much the gains in the
classroom , learning in an
independent way.
( Richards..J…C Rodgers T..S(p77)
RESEARCH
ABSTRACT
PRESENTATION
RESEARCH TITLE
 THE PROBLEM

"Is there any significant

improvement in the
students' English
comprehension through
Communicative Language
Teaching (CLT) method?"
SCOPE AND DELIMITATION

Parongpong,
33 5th GRADER Bandung, West Java
STUDENTS

(PRE-TEST &
QUANTITATIVE POST TEST)
RESEARCH
APPROACH
 FINDINGS OF THE RESEARCH
The research done, based on Students achieved better in
the study found that the post-test after the
Communicative Language treatment comapred to the
Teaching (CLT) Method result in the pre-test.
improves students’ Therefore, Communicative
comprehension based from Language Teaching (CLT)
the result using t-test to the method in teaching English
experimental class Language works effectively to
implementing the approach. the respondents of the study.
 RECOMMENDATION
Teachers are to apply CLT Teachers should
method in teaching English
improve their teaching
Language
techniques so that the
learners are motivated
Teachers should encourage
to study and learn
students to use CLT method
especially in teaching and English in the
learning English. classroom.
FEATURES TO ADAPT AND ADOPT IN
THIS RESEARCH
1. The use of Interactive
Teaching Techniques.

thw
(such as Information
Gap Activities, games
and pair work)
 1. The use of Interactive Teaching Techniques.

TO
TOADAPT
ADAPT:
-Ensure that the activities are tailored to the
specific language needs and proficiency levels of
the respondents.
thw
-the instructions are clear and age-appropriate
and the materials for the activities maximize
student participation and comprehension.
 1. The use of Interactive Teaching Techniques.

TO
TOADOPT
ADAPT:
-Implement these interactive techniques in a
longer period of time to create a better
thw
communicative environment, since this study was
conducted in a very limited time.
-Regularly monitor and adjust the activities based
on student feedback and
performance to maintain their
effectiveness.
2. Pre-Test and Post-Test
Assessment
Use pre-tests and post-tests
to measure students'
English comprehension
before and after the
intervention.
 2. Pre-Test and Post-Test Assessment

TO
TOADAPT
ADAPT:
-Design pre-tests and post-tests that are
specifically aligned with the learning -objectives
of the CLT method and are appropriate for the
thw
students’ grade level.
-Include a variety of question types (e.g.,
multiple-choice, short answer, comprehension
passages) to assess different aspects of English
comprehension.
 2. Pre-Test and Post-Test Assessment

TO
TOADOPT
ADAPT:
-Ensure that the tests are administered --under
similar conditions to obtain reliable and
thw
comparable results.
-Analyze test results using appropriate statistical
methods, such as the t-test, to determine the
effectiveness of the CLT method.
3. Statistical Analysis
for Data Interpretation
Quantitative Analysis:
Employ statistical tools like
the t-test to analyze the data
from pre-tests and post-
tests.
3. Statistical Analysis for Data Interpretation

TO
TOADAPT
ADAPT:
Choose the appropriate statistical tests
based on the nature of your data and
thw research design. For instance, ensure you
use the correct type of t-test depending on
whether you are comparing the same group
of students over time or different groups.
3. Statistical Analysis for Data Interpretation

TO
TOADOPT
ADAPT:
Clearly document and report the statistical
findings, including the t-value, degrees of
thw freedom, and significance levels, to provide
a robust analysis of the impact of CLT on
English comprehension.
VIGNETTE
To p i c :
Reported Speech
LET’S WARM UP
Change the
sentence from
direct speech to
reported speech
before time runs
out.
He said “I work
in a bakery.”
He said he worked
in a bakery.
He said “I work in a bakery”

He said he worked in a bakery.

Henry said “Come
to the party!”
He said he worked
in a bakery.
.
 He said “I work in a
bakery”
He said he worked in
a bakery.
Henry said “Come
to the party!”
 Henry told me to
come to the party.
 Carla said “I can
teach you French”
 Carla said I could
teach you French.
Objectives:
At the end of the lesson the students will be able to:

a. define and distinguish reported speech in

different context
b. identify the rules and formula of Reported
speech
c. reconstruct a direct speech into an indirect
speech observing the rules
REPORTED
SPEECH
RULES
• Change of Pronouns ( I – he/she )
• Change of Adverbs of Place and Adverbs of
Time (this-that, here-there, now-then )
• Change of Tense (simple present – simple
past)
• Change of Modal Verbs (will-would)
Direction: Change the following direct
sentences into indirect sentence.

1.Peter asks, “Is the seat taken?”

2.Cindy asks, “Where is my shoe?”
 ASSIGNMENT
Direction: In a 1 whole
sheet of paper,
research and study
about other rules of
Direct and Indirect
speech.
THANK YOU!