Pdf The Communicative Language Teaching Approach Theory And Practice

Bonisiwe Shabane

-Nov 1, 2025, 2:59 PM

pdf the communicative language teaching approach theory and practice

Academia.edu no longer supports Internet Explorer. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser. The growing needs on communicative skills have led the development of language teaching into the search on a teaching methodology that satisfied the needs. Communicative Language Teaching (CLT) offered an answer of the needs, it is due to the fact that CLT is based on the social view on second language acquisition (SLA) which sees language as a... Thus, language is seen not only from linguistic perspective, but also from sociolinguistic perspective. However, some teachers do not completely view CLT in a complete picture.

Therefore, this paper aims at defining CLT completely from SLA theory underlying it and the implementation in classroom practices. Hopefully, this paper can give a light on CLT, so its wrong implementation in classroom level can be avoided. Like many other methodologies used in the field of teaching, communicative language teaching is an approach to language teaching which deserves to be written about, that is, there is more to it than what... The author decided to write about it not only because of the role it plays, but also its effectiveness in the course of language teaching. It is found that CLT have a set of effective teaching techniques and provides teachers with good teaching principles and practices, the clear example of that is the joint of the three practices whichRICHARDS,... (2006: 17) discusses, saying that the exercise sequences in many CLT course books take students from mechanical, to meaningful, to communicative practice.

Moreover, CLT fosters studentsʼ communicative competence, by so doing; students are able to use the target language in their daily life contexts. Finally this approach is very helpful to language teachers as to how they should treat students' errors and mistakes, because it is one of its principles that stresses that if students commit errors or... RICHARDS, Jacks C. (2006:5) states. This paper investigates the teaching of English at undergraduate colleges in the state of Andhra Pradesh, India in the backdrop of Andhra Pradesh English Lecturers' Retraining Program. The program was jointly sponsored and conducted by the Directorate of Collegiate Education, Government of AP and the US State Department English Language Fellow Program.

The main aim of the program was to update the teaching skills of English teachers of undergraduate colleges in the State. The program trained teachers to adopt Communicative Language Teaching (CLT) principles so as to enhance English language skills of their students. The paper attempts to identify the possibilities and problems in the implementation of CLT principles and techniques in these colleges. The results indicate that teachers should follow more learner centered ways in their teaching of English. Academia.edu no longer supports Internet Explorer. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.

The paper discusses Communicative Language Teaching (CLT) as a framework for language learning that emphasizes communicative competence, addressing both linguistic and sociocultural aspects of language use. It explores the historical development of CLT in Europe and North America, focusing on its curriculum design based on learners' communicative needs and the notional-functional syllabus. The latter parts examine implications for teaching methodologies, autonomous learning, and innovations in teacher education, connecting theoretical frameworks with practical applications in contemporary language instruction. The pivotal concept in learning a foreign language is to communicate in the target language. English has been studied as a compulsory subject in Saudi Arabia to keep abreast with the international developments. Students need English for higher studies and work.

Universities in Saudi Arabia have introduced activity based syllabus to equip the students with communicative competence. In this study an effort has been made to understand the students' beliefs about English language learning, specifically about CLT, and teaching practices at school level. A 48-item questionnaire was adapted (Savignon & Wang, 2003 pp.241-247) to gather the data from the students enrolled in the first year at the university. Though they are motivated and want to be confident speakers of English language but they are confused between the traditional way of learning and CLT approach. Their trend is towards CLT activities in the classroom but their beliefs and practices reflect a traditional approach at the same time. They confront a different situation at university and feel embarrassed when they have to communicate with teachers in English.

They have an activity based syllabus focusing on communication but it is exploited in traditional method stressing upon grammar and use of L1 in the classroom. Findings suggest a mismatch between students' needs and beliefs and English language teaching practices, syllabuses and its exploitation, assessment, etc. There is a need to train the English language teachers at school level to adopt modern techniques to make their students confident in using English in their higher studies and social set up. 1. Introduction Communicative language teaching (CLT) was introduced in reaction to traditional methods in teaching English in 1970s. Initially it was designed and applied in ESL contexts by experts mainly from Britain.

The basic theoretical concept in CLT is communicative competence. The purpose was to use language for different purposes and functions according to the setting and the participants. The teachers used a skill-based, discovery-oriented, collaborative approach to education (Holliday, 1994) in small classes through group and pair work. Teachers designed a wide range of activities based on interaction between learners rather than individualistic approaches to learning (Richards, 2006) and adopted specific methodologies like task-based teaching. After going through certain developmental phases, now CLT is considered as a set of principles about language teaching and learning. The core principles of CLT may be applied in different ways to create a communicative learning environment in the classroom.

In a traditional classroom, a teacher is dependent on the textbook material and on the other hand students usually memorize and reproduce information. This creates a passive way of learning. On the other hand, in a CLT based classroom, the focus is on communication and interaction between teacher and students and among students. Students being independent learners participate actively in classroom activities actively. Learners come up with their own language expressions by exchanging ideas and opinions with each other. They help each other and learn from each other.

In 1980 Breen and Candlin describe the learner's role within CLT in the following terms, " the Despite a range of criticism communicative language teaching (CLT) has been broadly accepted as the appropriate approach to language teaching. This paper argues that large shifts in language pedagogy firstly from ‘structure’ to ‘meaning’ and more recently from progressivism to critical pedagogy need to be tempered bya restatement of the importance of linguistics to... Ten characteristics of CLT are presented and then explored from a linguistic point of view. Throughout, explicit connections are made between cutting-edge linguistic research and questions of language pedagogy within the CLT paradigm. The conclusion is a call for a renewed focus on the understanding of language for language teaching expertise.

Pdf The Communicative Language Teaching Approach Theory And Practice

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