Communicative Language Teaching (CLT) originated from criticisms of Situational Language Teaching in the late 1960s. CLT focuses on developing students' communicative competence through meaningful use and practice of language in various contexts. Proponents of CLT argued that traditional approaches did not prepare students for real-world language use. CLT is based on the idea that language learning involves using language pragmatically and functionally to allow interaction and exchange of information.

1. COMMUNICATIVE
LANGUAGE
TEACHING

2. THE ORIGINS OF CLT
From the late 1960s.
Situational Language Teaching

3. SITUATIONAL LANGUAGE TEACHING:
• Major British approach,
• English as a foreign language,
• Language - practising basic structures,
• Meaningful situation-based activities.

4. Closer study of the language
Necessity to
Return to the traditional
concept

5. NOAM CHOMSKY – BRITISH LINGUIST
• Language teaching on communicative proficiency
• Syntactic Structures - Book

6. THE COUNCIL OF EUROPE
Develop of alternative methods

7. 1971
A unit- credit system

8. WILKINS
• Functional/communicative definition of language
• Communicative uses of language
• 2 types of meaning Notional categories
• Categories of
communicative
function
• Notional Syllabuses - Book

9. COMMUNICATIVE APPROACH
• Communicative Language Teaching
• (Notional functional approach / functional approach)

10. AMERICAN /BRITISH
PROPONENTS
•CLT as an approach- not a method
•Aims

11. LITTLEWOOD
CLT – Functional and structural aspects of
language

12. HOWATT
Weak version
CLT
Strong version

13. JOHN FIRTH
• Discourse as subject
• Context for language analysis
• Language – broader sociocultural context of its use.

14. AMERICAN NATIONAL CURRICULUM
COMMISSION – 1930S.
•Experience Curriculum in English
•Well-selected experiences

15. APPROACH
Theory of language as communication

16. HYMES
Communicative Competence Communication
Culture
Contrast Chomsky´s theory of competence
What speakers needs to know
Aquisition Knowledge
Ability Language use

17. HALLIDAY
• Theory of the funtions of language
Instructional
• Description of seven funtions Regulatory
Interactional
Personal
Heuristic
Imaginative
Representational

18. CANALE AND SWAIN
• Use the language for communicative purposes
• Dimentions
• Grammatical Competence
• Sociolinguistic Competence
• Discourse Competence
• Strategic Competence

19. COMMUNICATIVE VIEW OF LANGUAGE
• Expression of meaning
• Allow interactions and communication
• Reflects funtional and communicative use
• Categories of funtional and communicative meaning

20. THEORY OF LEARNING
• Elements of an underlyning learning theory
• Communication Principle
• Task Principle
• Meaningfulness Principle

21. KRASHEN
Learning Conscious representation of
grammatical knowledge
Acquisition Unconscious development of
the language system

22. DESIGN
Levels of objectives in a Communicative Approach
• Integration and content
• Linguistic and instrumental
• Affective, interpersonal, conduct
• Individual learner needs
• General educational/ Extra linguistic goals

23. CURRICULUM
Reflects specific aspects of communicative
competence

24. SYLLABUS
• Descriptions of objectives of FLC
for European Adults
• Situations
• Topics
• Functions of Language Published as
Threshold
• Notions Level English in
1980
• Vocabulary and Grammar

25. TYPES OF LEARNING AND TEACHING
ACTIVITIES
Functional
communication
activities
Social interactional
activities

26. LEARNER ROLES
• Negotiator
• The learner should contribute as much as he
gains
learn in a interdependant
way
• Learning should be cooperative

27. TEACHER ROLES
• Facilitate the communication process.
• Act as an Independent participant within the group.
• Researcher and learner.

28. OTHER ROLES
• Needs Analyst
• Counselor Exemplifies an effective communication
Tries to mesh speaker intention with hearer
interpretation
• Group progress manager
Classroom management hours less teacher-centered
Monitors, encourages and suppresses inclination to supply gaps.
Assisting groups in self correction discussions.

29. THE ROLES OF INSTRUCTIONAL
MATERIALS
Primary role
Text-Based Materials
Task-Based Materials
Realia (authentic and from-life)

30. PROCEDURE

31. 1) Presentation of a dialogue
2) Oral Practice of it
3) Questions and answers based on the dialogue topic
4) Questions and answers related to the students’
personal experiences
5) Study of a communicative expression or structure in
the dialogue
6) Learner discovery of generalizations or rules
underlying the functional expression or structure.
7) Oral recognition, interpretative activities.
8) Oral production activities
9) Copying of the dialogue
10)Sampling of the written homework assignment
11)Evaluation of learning

32. DIALOGUES INTRODUCED NEW TEACHING
POINTS
• Teaching points are
introduced in dialogue
form.
• Grammatical items are
isolated for controlled
practice.
• Freer activities are
provided.
• Pair and group work is
suggested.

33. COMMUNICATIVE LANGUAGE TEACHING
• It’s an approach.
• Principles
• -Learners use language to
communicate
• -Authentic and meaningful
communication
• -Fluency
• -Different language skills
• -Learning involves trial and
error

34. COMMUNICATIVE METHODOLOGY
• Appropriateness
• Message focus
• Psycholinguistic processing
• Risk taking
• Freer practice

35. I love music
I can swim
I like filmsI like reading
I like animals
Evelyn Gette, Noelia Gauna, Lucia Martin,