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Communicative-Language-Teaching

Communicative Language Teaching (CLT) is an approach that emphasizes teaching language through communication, focusing on developing communicative competence rather than just grammatical structures. It includes four dimensions of competence: grammatical, sociolinguistic, discourse, and strategic, and promotes learner autonomy and social interaction in the learning process. The goal of CLT is to prepare students to use language effectively in real-life situations through various engaging activities.

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Bea Jw
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4 views

Communicative-Language-Teaching

Communicative Language Teaching (CLT) is an approach that emphasizes teaching language through communication, focusing on developing communicative competence rather than just grammatical structures. It includes four dimensions of competence: grammatical, sociolinguistic, discourse, and strategic, and promotes learner autonomy and social interaction in the learning process. The goal of CLT is to prepare students to use language effectively in real-life situations through various engaging activities.

Uploaded by

Bea Jw
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Communicative

Language
Teaching
Introduction
Communicative Language Teaching
• Communicative language teaching (CLT) is also referred
to as the communicative approach, which entails
teaching language through communication.
• It's a functional approach applied in 1970s; brought
mainly by the British linguists. However, CLT follows an
Oral Approach or Situational Language Teaching. It
came as a reaction to the Cognitivist Approach which
considered learning language as a mental process only
and not a broad communication.
• Communicative competence is what a speaker needs to
know in order to be communicatively competent in a
speech community.
Four Dimensions of
Communicative
Competence
Canale and Swain (1998) identify four dimensions of
communicative competence:

1. Grammatical competence
- similar to linguistic competence by Chomsky by
what is formally possible.
2. Sociolinguistic competence
- understanding of the social context in which
communication takes place, including role
relationships, the shared information of the
participants, and the purpose for their
interaction.
3. Discourse competence
- the interpretation of individual message
elements in terms of cohesion and coherence
(Accuracy and Fluency).
4. Strategic competence
- the coping strategies to initiate, terminate,
maintain, repair, and redirect communication
➢ Hayme
In Hyme's view, a person who acquires communicative
competence acquires both knowledge and ability for language
use. He proposes communicative competence as an alternative
and expansion of linguistic competence. Moreover, he said that
when we communicate we need to know:
• Formal accuracy
• Feasibility
• Appropriateness
• Contextual entailments (done, actually performed or
what it entails)
➢ Halliday

Halliday emphasized functions of language:


• Instrumental (getting things and getting things done)
• Regulatory (controlling others)
• Interactional (interact with others)
• Personal (express the self)
• Heuristic (to learn, discover)
• Imaginative (create imagination)
• Representational function (convey meaning)
➢ Richards and Rogers

Richards and Rodgers (1986) described CLT as an approach


rather than a method, since it represents a philosophy of
teaching that is based on communicative language use.
Advocated by many applied linguists, CLT in their views
emphasizes notional-functional concepts and communicative
competence, rather than grammatical structures, as central to
teaching.
Types of Learning
and Teaching
Activities
Types of Learning and Teaching Activities

a. Real use (authentic use)


• Functional communication
- Tasks, picture & table completion, problem-
solving
• Social interaction activities
- Dialogues, role-plays, simulations, skit,
improvisations and debates.
(Continuation)

b. Communicative activities
• Information gap
• Choice
• Feedback
c. Negotiation of meaning
d. Interaction
The CLT
Paradigm Shift
➢ 8 Major Changes in Approaches to Language Teaching

1. Learner autonomy: Giving learners greater choice in learning


both in terms of content and process.
2. The social nature of learning: Learning is a social activity that
depends on interaction with others.
3. Curricular integration: Language is linked to other subjects in
the curriculum.
4. Focus on meaning: Through content-based teaching.
➢ (Continuation)

5. Diversity: Learners learn in different ways and have different


strengths.
6. Thinking skills: Students learn language to develop and apply
higher order thinking skills (critical and creative thinking).
7. Alternative assessment: Multiple forms of assessment
(observation, interviews, portfolios, journals, etc.) can be used
to build a comprehensive picture of what students can do.
8. Teachers as co-learners: The teacher is viewed as a facilitator
who is constantly trying out different alternatives, i.e. learning
through doing.
Conclusion
The Communicative Language
Teaching aims to develop students'
ability to use the language
effectively in real-life situations by
engaging them in conversations,
role-plays, and other activities that
require them to actively
communicate with each other and
the teacher.
Thanks!
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