Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.

1. COMMUNICATIVE
LANGUAGE TEACHING

2. •1970’s CAN
STUDENTS COMMUNICATE????
Sts knew the rules of linguistic
usage, but they
COULDN`T USE THE LANGUAGE

3. WHAT IS COMMUNICATION?
It involves COMMUNICATIVE COMPETENCE:
That sts perform certain functions:
• Promising
• Inviting
• Declining invitations, etc
• Within a social context

4. WHAT IS COMMUNICATIVE
COMPETENCE?
Knowing WHEN and
HOW to say WHAT to
WHOM. (Hymes 1971)

5. Communicative Language
Teaching by makes
communicative competence
the goal of language teaching
by acknowledging the
interdependence of
language and communication

6. A person who is communicative competent knows:
• When something is formally
possible.
• If something is feasible to
implement
• If it is appropriate in relation to a
context.
• Whether something is in fact
done.

7. Many questions about CLT cannot be
answered:
• How to implement it at the level of
classroom procedure.
• How can the range of communicative
activites and procedures be defined.
• How can a teacher determine a mix and
timing of activites that best suit the needs
of the learners.

8. BACKGROUND

9. •It belongs to the post - method
era of language.
•It started in the changes of British
language teaching tradition in the
late 60’s.
•As a reaction against Situational
Language Teaching and
Audiolingualism

10. WHAT IS THE COMMUNICATIVE
APPROACH?
•It is the THEORY that language is
communication.
• It is the most recognized approach
of language teaching.
•It is an integration of grammatical and
functional teaching.

11. IT IS AN APPROACH NOT A
METHOD THAT AIMS TO:
a) Make COMMUNICATIVE
COMPETENCE the goal of teaching
b) Develop procedures for the teaching of
the FOUR LANGUAGE SKILLS

12. THEORY OF LANGUAGE
• The goal of language teaching is to develop
COMMUNICATIVE COMPETENCE.
• What the speaker needs to know in order to
be communicatively competent in a speech
community.

13. DIMENSIONS OF COMMUNCATIVE
COMPETENCE
• Grammar and lexical capacity.
GRAMMATICAL
COMPETENCE
• Understanding of the social
context in which communication
takes place: Role relationships.
SOCIOLINGUISTIC
COMPETENCE

14. DIMENSIONS OF COMMUNCATIVE
COMPETENCE
• Interpretation of individual message
elements.
DISCOURSE
COMPETENCE
• Coping strategies that
communicators employ to initiate,
terminate, maintain a communication
STRATEGIC
COMPETENCE

15. THEORETICAL BASE
1. Language is a system for the
expression of meaning.
2. The primary function of language is to
allow interaction and communication.

16. THEORETICAL BASE
3. The structure of language reflects its
functional and communicative uses.
4. The primary uses of language are the
categories of functional and
communicative meaning in discourse.

17. FUNCTIONALISM: (Halliday, 1970)
“Linguistic is concerned with the description
of speech acts or texts, since only through
the study of language in use are all the
functions of the language, and therefore
components of meaning, brought into
focus…”

18. FUNCTIONS
INSTRUMENTAL
To use the
language
to get
things
REGULATORY
To control
the
behaviour
of others.
INTERACTIONAL
To create
interactio
with
others
PERSONAL
To
express
persona
l
feelings

19. FUNCTIONS
HEURISTICS
To learn and
discover
IMAGINATIVE
To create a
world of
imagination.
REPRESENTATIONAL
To
communicate
information

20. THEORY OF LEARNING
• It’s not well developed.
• It addresses the CONDITIONS
necessary to promote learning.

21. THEORY OF LEARNING
COMMUNICA
-TION
PRINCIPLE
.
•Activities that involve real communication promote
TASK
PRINCIPLE
• Activities in which language is used for carrying out
meaningful tasks promote learning
MEANING-
FULLNESS
PRINCIPLE
• Language that is meaningful to the learner supports
learning process

22. DESIGN: OBJECTIVES
INTEGRATIVE AND
CONTENT LEVEL.
AFFECTIVE LEVEL
LINGUISTIC AND
INSTRUMENTAL LEVEL
INDIVIDUAL LEARNING
NEEDS LEVEL
GENERAL EDUCATIONAL
LEVEL OF EXTRA-
LINGUISTIC GOALS.

23. THE SYLLABUS
•Classroom activities that could be
used as the basis of a
communicative methodology, such
as group work, task-work, and
information-gap activities.

24. THE SYLLABUS
• There have been many attempts to design a syllabus
like:
1. Structures plus functions.
2. Functional spiral around a structural core.
3. Structural, functional, instrumental
4. Functional
5. Interactional.
6. Task-based
7. Learner-generated

25. TYPES OF LEARNING AND
TEACHING ACTIVITIES
• They are unlimited.
• They have to:
– Enable learners to attain the communicative
objectives of the curriculum.
– Engage learners in communication.
– Require the use of communicative processes in
information sharing.
– Negotiate meaning.
– Interact.

26. TYPES OF LEARNING AND
TEACHING ACTIVITIES
Comparison of
sets of pictures
noting differences
and similarities.
Sequence of
events in a set of
pictures.
FUNCTIONAL
COMMUNICA
TION
ACTIVITIES
Conversation and
discussion sessions,
improvisations and
debates
Dialogues and role plays,
simulations.
SOCIAL
INTERACTION
ACTIVITIES

27. TEACHER ROLES
The teacher’s main roles are:
1) To facilitate the communication
between all participants in the
classroom.
2) To act as an independent participant
within the learning-teaching group.
3) Researcher and learner.
4) Needs analyst, counselor, group
process manager

28. LEARNERS’ ROLES
• Students are, above all,
communicators. They are actively
engaged in negotiating meaning-
in trying to make themselves
understood and in understanding
others-even when their knowledge
of the target language is
incomplete.

29. MATERIALS
Materials fall into three broad
categories:
text-based,
task-based
realia.

30. TEXT-BASED MATERIALS
Practice exercises, reading
passages, gap fills, recordings, etc.
can be found in almost any course
book as well as in books
containing supplementary
materials. They form an essential
part of most lessons.

31. TASK-BASED MATERIALS
These include game boards,
roleplay cards, materials for drilling,
pairwork tasks, etc.
They might be used to support 'real
life' tasks such as role playing
booking into a hotel, or a job
interview.

32. REALIA
Magazines, newspapers, fruit and
vegetables, axes, maps - things from
the real world outside the classroom.
They can be used in many activities.
For example, fruit and vegetables could
be used in a shopping activity,

33. PROCEDURE
• There is no description of procedures
because Communicative language
Teaching can be applied to the teaching
of any skill, at any level, and because of
the wide variety of classroom activities
and exercises types

34. PROCEDURE
The lesson extract follows a method
called Presentation-Practice-
Production or PPP for short.
Traditional procedures are not
rejected but reinterpreted and
extended

35. PROCEDURE
Pre- communicative
activities
Structural activities
Quasi-communicative
activities
Communicative activities
Functional
communication activities
Social interaction
activities

36. BENEFITS OF USING CLT
•It increases all the components of
communicative competence

37. •It increases students’ motivation and
attitude to learn the target language

38. • Students have to produce and receive
language in different real-life contexts.

39. •It provides them with skills they
really need in their real life
•It is a student-centered class where
the focus is on the interests of the
students.

40. BIBLIOGRAPHY
•Richards, J; Rogers, T. (2001).
Approaches and Methods in
Language Teaching. Cambridge
University Press.