1. COMMUNICATIVE
LANGUAGE
TEACHING
Ma.Isabel Huaccho S.
Albert Pérez Farro
Enrique A. Rojas Rojas

2. FEATURES
Based on the idea that learning language
successfully comes through having to
communicate real meaning. When learners
are involved in real communication, their
natural strategies for language acquisition
will be used, and this will allow them to learn
to use the language.

3. The communicative approach could be said to be
the product of educators and linguists who had
grown dissatisfied with the audio-lingual and
grammar-translation methods of foreign language
instruction.
Emphasis on learning to communicate
through interaction in the target
language.
Focus, not only on the language but
also on the learning process itself.

4. TEACHER’S ROLE
•A teacher's main role is a facilitator and
monitor .
•Lessons are usually theme or topic based.
•Lessons are built round situations/functions
practical and authentic in the real world e.g.
asking for information, complaining,
apologizing, job interviews, telephoning.
•Emphasis is on communication and
meaning rather than accuracy.

5. •Communicative competence is the desired
goal.
•Authentic listening and reading texts are used
more often.
•Feedback and correction is usually given by
the teacher after tasks have been completed,
rather than at the point of error, thus
interrupting the flow.

6. • Learners are often more motivated with this
approach as they have an interest in what is
being communicated, as the lesson is topic or
theme based.
• Learners practice the target language a number
of times, slowly building on accuracy.
LEARNER’S ROLE
•Learners interact with each other in pairs
or groups, to encourage a flow of language
and maximize the percentage of talking
time, rather than just teacher to student
and vice versa

7. negotiator participant
• autonomous needs and
different
motivation

8. WHAT ARE SOME EXAMPLES
WHAT ARE SOME EXAMPLES
OF COMMUNICATIVE
OF COMMUNICATIVE
EXERCISES?
EXERCISES?

9. Learning by
teaching
Role Play
Surveys
Games
Interviews
Pair Work

10. MATERIALS IN CLT

11. TASK-BASED MATERIALS
• A variety of games, role plays, simulations, and task-
based communication activities.
• Exercise handbooks, cue cards, activity cards, pair-
communication practice materials, and student-
interaction practice booklets.
• Pair-communication materials and others in which the
partners assume different role relationships (e.g., an
interviewer and an interviewee).
• Still others provide drills and practice material in inter-
actional formats.

12. • Realia consists of actual objects or items which
illustrate and teach vocabulary or serve as an aid to
facilitate language acquisition and production.
• It concretizes vocabulary and language and places it
in a frame of reference.
• It also allows language learners to see, hear, and in
some cases touch the objects.
REALIA

13. AUTHENTIC MATERIALS
Defined as:
“Any texts written by native English speakers for native
English speakers.”
ADVANTAGES:
1.Bring learners into direct contact with a
reality level of specialized English.
2. Authentic materials drawn from periodicals
are always up-to-date and constantly being
updated

14. 3. Authentic materials from a particular source
tend to work in consistent areas of
language, so, students will become experts
in reading that sort of English language
publication.
4. Authentic materials provide us with a source
of up-to-date materials that can be directly
relevant to English learners needs.

15. THE ROLE OF GRAMMAR
• In the beginning the tendency was against
the inclusion of grammar in.
• Currently some proponents of CLT say that
grammar should be learned while
communicating but others prefer to reserve
time for more explicit study.

16. • Interactional, communicational
and functional
Content not form / accuracy < fluency

17. EVALUATION
• Error is perceived as a natural part of the
learning process. It is tolerated in so far
as it doesn’t impair communication.
• Students can be successful
communicators despite having a limited
linguistic knowledge.
• Students are evaluated, informally (in
class) or formally (through tests)not only
in accuracy but also in fluency.

18. REFERENCES
• Richards, Jack C. (2006). Communicative language
teaching today. Cambridge. Cambridge University Press
• Richards, Jack C. & Rodgers, Theodore S. (2001).
Approaches and methods in language teaching (2nd
ed.). New York. Cambridge University Press.
• Savignon, Sandra J. (2002). Interpreting communicative
language teaching: Contexts and concerns in teacher
education. United States of America. Yale University
Press.