Communicative Language Teaching (CLT) emerged in the 1970s as a result of experts realizing that students needed to develop communicative competence rather than just mastering linguistic structures. CLT aims to make communication the goal of language teaching by using authentic materials and meaningful, collaborative tasks. It focuses on using language as a means of communication rather than just studying structure. Key characteristics include using real contexts, providing opportunities to develop strategies, and practicing functional language. The teacher takes on roles like adviser and instructor, while students are active communicators responsible for their own learning. Techniques include role plays, problem-solving tasks, and using real-world materials like menus or newspaper articles.

1. COMMUNICATIVE LANGUAGE
TEACHING
Presented By
Imran kakar
Email;imrankakar205@gmail.com

2. Background
• The Communicative Approach emerged in the early
1970s as a result of the work of the Council of Europe
experts.
• A group of experts saw the need to focus in
communicative proficiency rather than mastery of
structures.

3. INTRODUCTION
• WHAT IS CLT ?
• It is observed that students could produce sentences accurately in
a lesson, but could not use them appropriately when
communicating outside of the classroom.
• Communication requires more than mastering linguistic structure,
due to the fact that language is fundamentally social.

4. • Within a social context, language users needed to perform
certain functions, such as promising, inviting, and declining
invitations.
• It required communicative competence , knowing when and
how to say what to whom.
• Communicative Language Teaching (CLT) aims broadly to
make communicative competence the goal of language
teaching.

5. objectives
• Use Language as
• means of communication
• object of learning
• means of expressing values
• Focus on communication rather than
• Structure
• Language learning within the school
• Curriculum
• Focus on meaningful tasks
• Collaboration

6. CHARACTERSTICS OF CLT
• Authentic material to bring actual use of language .
• Provide opportunities to students to develop strategies .
• Practicing functional and socially appropriate language.
• Real context in class through activities.

7. Role of a Teacher
• Adviser
• Instructor
• Director ( making pairs, small and whole group )
• Error rectifier ( not at the spot)
• Promote communicative environment

8. Role of a Student
• A communicator.
• Active Participant
• Responsible of their own language learning.

9. Techniques
• Role Play
• Problem solving tasks
• Realia
• Newspaper, radio and television broadcast,
• menus, weather forecast, timetables
• Scrambled sentences ( to learn coherence and cohesion).
• Wh- questions (Why, What, When, Where, Who)

10. ACTIVITIES
• Scrambled sentences
• - The students are given a passage(a text ) in which the sentences are in a scrambled
order
• Language Games
• Games are used frequently in CLT. The students find them enjoyable, and if they are
properly designed, they give students valuable communicative practice.
• Picture Strip Story
• Role Play
• - Role plays are very important in CLT because they give students an opportunity to
practice communicating in different social contexts and in different social roles.

11. Comparison with GTM and ALM

12. ADVANTAGES
This technique increases the teacher-student relationship. It is
an interactive relationship.
CLT provides the opportunity for students to be aware of their
abilities and exhibit them.
The students in this way can learn the target language in an
enjoyable way.

13. DISADVANTAGES
• The requirements are difficult. Not all classrooms can allow for group
work activities and for teaching aids and materials.
• It is controversial whether it can be used in every level of students.
• The teacher should prepare the syllabus by taking students’ interests
and needs into account. However, the energy and time of the teacher
are limited.