Communicative language teaching (CLT) emerged from new theories of language in the 1960s-1980s in Britain and the USA. It views language as a system for communication rather than just grammar rules, and aims to develop learners' communicative competence through authentic tasks. CLT lessons typically involve groupwork, information sharing, role plays, and simulations to encourage fluency over accuracy. The approach is learner-centered and focuses on meaningful communication through language use in real-life settings. While implementation varies, CLT emphasizes understanding messages over grammatical accuracy during the initial stages of language acquisition.

1. COMMUNICATIVE LANGUAGE
TEACHING

2. Group members
 Carmen Susana Arias
 Lilian Jansson

3. Approach
Grew out of new theories of language and language learning
Developed
1960 – 1970 - 1980 Britain and the USA
Most used by language teachers
Implemented in different ways by different teachers working in different contexts.

4. Concepts of language
What we
do with
utterances
Not just
formal
structures
The specific
communicative
functions

5. • Achieve • Use the • Language is
communicative language to learnt by directly
competence communicate simulating the
with others target behaviour
in the classroom
Hymes, 1972 Widdowson, 1978 Underlying
assumption
Recognizable imitation of real –life communication

6. How we really use • Hey, you’re wanted in Room 13.
• Where is it?
language in • On the next floor.
authentic • Thanks.
discourse
• Excuse me. Could you tell me where Room 13 is?
• Yes, it’s on the next floor.
and when we say: • Thank you.
• Not at all.
as well as the fact • Where is Room 13?
that we seldom if • Room 13 is on the next floor.
ever, say:

7. Emerged • Learner-
center
approach
• Learners
wanted to
Learning Meaning communicate
• How to
express them
Bygates • Fluency
(1999) • Accuracy
Repetition • Complexity

8. Speed up
and
Conscious improve the
effort and learners
wide range progress.
Exposure to of learning
and activities
communicative
use of the
Long process of language , with
acquisition many inevitable
mistakes

9. • Understand
• Are interested in • Are not worried
• Learners understanding or threatened by
Meet some new the activity
materials which is
understandable
through context
Acquisition occurs as a result of understanding messages

10. Tasks Language
use language in order to
Real, authentic samples of
communicate meanings
without focusing on accuracy. language
Contextualised
chunks rather
than discrete
items

11. Learners explore
Encourage creatively ways of Materials aimed to set
fluency expressing learners talking
themselves
(e.g. Geddes and Sturtridge 1979; Ur 1981, 1988).
(Brumfit 1984)

12. Need practising
Range of different
type of interaction
Improvised speech
Content of
familiarity
The conditions of Differ from the
oral taks written skills
Syllabus
Integration of
Oral language
accuracy, complexity
processing
and fluency
Vary the emphasis
To develop learner’s
on fluency, accuracy
oral abilities
and complexity

13. A distinct oral syllabus
Richards et al. 1998;
Swan and Walter 1992; • Organized around functions
Nunan 1995
Dörnyei and Thurrel • Tasks targeting the development
(1992) of communicative strategies
Lynch and Anderson • is unusual in focusing exclusively
(1992) on spoken skills.

14. Integrating Fluency Accuracy
Bygates (1987) suggested that
“ learners can usefully practice different patterns of discourse, in
terms of ‘interaction routines’, or ‘information routines ”

15. J. Willis (1996)
Input phase Rehearsal phase Performance
phase
• Hear a • Perform the • Students
recording of task in small perform the
native groups task
speakers

16. Allwright (1979)
played down the role of the teacher in language learning
Nation (1985)
even in activities where the teacher’s participation is minimal, the teacher still has an important
role to play in providing the most favorable opportunities for participation in language activities.
Ur (2010)
Teacher mainly as facilitator

18. Brumfit (1984)
stressed that fluency activities should provide learners with the freedom to improvise their own expressions
Duff (1993)
reports that the tasks she used to elicit speech from a learner did not consistently elicit the same kinds of speech.
J. Willis (1996) and Skehan (1998)
share the view that tasks cannot target specific features, but only provide conditions which are capable of
influencing the level of complexity, accuracy of fluency that learners will produce. Skehan believes that tasks can
only influence attention to accuracy, fluency or complexity.

19. Activity
 A word from our sponsor.

20. Benefited types of learners
Visual
Auditory
Social
Activity 1 Kenesthetic

21. Shy
disadvantage
Cons Tactile
Introvert

22. Dependant ,
quiet Cognitive
Pro/Con process
Simultaneous

23. Proficiency orientation
 Range of context
 Range of function
 Development of accuracy
 Response to affective and cognitive needs
Cultural understanding

24. References
 Davies, P., Pearse, E. (2008). Success in English Teaching. Oxford University
Press. China.
 Harmer, J. (2001). How to teach English. Longman. England.
 Nation. P. (1985). Taken from
http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/1985-
Opportunities.pdf [May 22nd, 2012]
 Ur. P. (2010) Taken from
 http://www.cambridge.com.mx/pennyur/Penny-TCAR.pdf [May 22nd, 2012]