This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.

1. Communicative Language
Teaching
Presented by:
Ms. Joy M. Avelino
MA Ed-ELT

2. GOALS

3. The goals of communicative approach are as
follows: (Sunga, et.al, 1994)
1.To become communicatively competent.
2.To use the language appropriate for a
given social context.
3.To manage the process of relating
meaning with interlocutors.

4. FOCUS OF INSTRUCTION

5. LEARNER ROLE
Breen and Candlin in Richards & Rodgers
(2001:166) describe the learner’s 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.

6. TEACHER ROLE
According to Breen and Candlin in
Richards & Rodgers (2001:167) that
teacher has two main roles in CLT.
1. Facilitator
2. Independent Participant

7. Other roles assumed for
teachers are:
• Need analyst
• Counselor
• Group process manager

8. CLASSROOM
ACTIVITIES

9. TYPES OF CLASSROOM ACTIVITIES
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.

10. CLASSROOM ACTIVITIES
Information-Gap Activities
Jigsaw activities
Pair and Group Work

11. 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.
• Teaching and classroom materials today
consequently make use of a wide variety of
small-group activities.

12. Other Activity Types in CLT
• Task-completion activities
• Information-gathering activities
• Opinion-sharing activities
• Information-transfer activities
• Reasoning-gap activities
• Role plays

13. INSTRUCTIONAL
MATERIALS

14. Richards & Rodgers consider
three kinds of materials currently
used in CLT:
• Text-based materials
• Task-based materials
• Realia.

15. PROCEDURE

16. Because communicative principles
can be applied to the teaching of any
skill, at any level, and because of the
wide variety of classroom activities
and exercise types discussed in the
literature on communicative Language
Teaching, description of typical
classroom procedures used in a lesson
based on CLT principles is no feasible.

17. Finocchiaro and Brumfit offer a lesson
outline for teaching the function “making a
suggestion” for the learner in the beginning level
of secondary school program.
1.Presentation of a brief dialog or several mini-
dialogs.
2.Oral practice of each utterance of the dialog
segment to be presented that day.
3.Question and answer based on the dialog topic.
4.Question and answer related to the student’s
personal experience.

18. 5.Study one of the basic communicative expression in
dialog.
6.Learner discovery of generalizations or rules
underlying the functional expression.
7.Oral recognition, interpretative activities.
8.Oral production activities-proceeding from guided to
freer communication activities.
9.Copying of the dialog or modules if they are not in
the class text.
10.Sampling of the written homework assignment.

19. ADVANTAGES
AND
DISADVANTAGES

20. ADVANTAGES
The interaction between students and
teachers. Teacher-student relationship is
an interactive, harmonious
relationship, rather than the traditional
education, the kind of master-servant
relationship.

21. Greatly enhanced the student’s interest.
Communicative language teaching encourage
students to participate in, sometimes
accompanied by scenes or simulated
scenarios, so that students more close to
life, the students became the main
character, naturally they were interested in
the English language, to learn English as a
pleasure.

22. DISADVANTAGES
Often, there is no text, grammar
rules are not presented, and classroom
arrangement is nonstandard. Students
are expected to interact primarily with
each other rather than with the
teacher, and correction of errors may
be absent or infrequent.

23. DISADVANTAGES
Students with low levels of
proficiency in the target language
may find it difficult to participate in
oral communicative activities and, if
the exams used by an institution are
grammar based, communicative
fluency may not be appropriate.

24. References:
Brown, Douglas H. 1994. Teaching by Principles: An Integrative Approach to
Language Pedagogy. USA: Prentice Hall Regents.
Celce-Murcia, M. 2006. Teaching English as a Second or Foreign
Language. 3rd Edition. Cengage Learning.
Richards, J.C. & Rodgers T.S. 2001. Approaches and Methods in Language
Teaching. 2nd Edition. United Kingdom. Cambridge University
Press.
Richards, Jack C. 2006. Communicative Language Teaching Today.USA.
Cambridge University Press.
Sunga, et. al . 1994. Innovative Strategies in Communication Arts. Quezon
City: Phoenix Publishing.