Communicative Language Teaching (CLT)

1. Cyprus International University
Institute of Graduate Research and Sciences
ELT505 TEFL Methodology
Communicative Language Teaching
At The Level of Approach and Design
Presenter:
Mohammad Faisal (21814715)
Prof. Dr. Mehmet A. YAVUZ

2.  Brown (2007) gives his definition of CLT as “an approach to language
teaching methodology that emphasizes authenticity, interaction, student-
centered learning, task based activities, and communication for the real
world, meaningful purposes.”
 The communicative approach in language teaching starts from a theory of
language as communication. The goal of language teaching is to develop
communicative competence (Hymes, 1972).

4. 1.Approach
An approach refers to theories about the nature of
language and language learning that serve as the resources of
practices and principles of language teaching.
2.Design
This specifies the relationship of theories of language
and learning to the selection and organization of language
content (syllabus), to the types of tasks and learning activities
and the role of the learners, teachers and materials
3.Procedure
Comprises the classroom techniques and practices that
are consequences of particular approaches and designs.

5. Theory of Learning:
The goal of language teaching is to develop what Hymes (1972)
referred to as "communicative competence.“ According to the
communicative approach, in order for learning to take place, emphasis
must be put on the importance of these variables:
• Communication: activities that involve real communication promote
learning.
• Tasks: activities in which language is used to carry out meaningful
tasks supports the learning process.
• Meaning: language that is meaningful and authentic to the learner
boosts learning .

6.  The communicative approach in language teaching starts from a theory of
language as communication. The goal of language teaching is to develop
communicative competence (Hymes, 1972).
 As the name implies, the central concept in communicative language teaching
is “communicative competence” (Richards & Rodgers, 2001, p.159).
This covers both the spoken and written language and all four language skills.
As Oxford states, the “development of communicative competence requires
realistic interaction among learners using meaningful, contextualized
language” (1990, p.8).
Theory of language :
language is for communication and linguistic competence and the knowledge
of forms and their meanings are part of the communicative competence.
Another aspect of this knowledge is to learn the use of the language

7.  The Goal of language teaching: Communicative
competence
 Knowledge of the grammar, vocabulary, phonology ,
and semantics of the language
 Knowledge of the relationship between the language
and its nonlinguistic (social) context.
 Knowledge of how to begin and end conversation
(Discourse competence: cohesion and coherence)
 Knowledge of strategies to compensate other weak
areas.

8.  Teacher’s role
The teacher has to assume the role of a facilitator or
monitor, rather then simply being the model for correct speech and the
one with the primary responsibility of making students produce plenty of
error-free sentences. The teacher has to develop a different view of
students errors and his/her own role in facilitating language learning.
 Learner’s role
In the CLT, learners have to participate in classroom activities
that are based on a cooperative rather than in a individualistic approach to
learning. Students have to become comfortable with listening to their
peers in pair or group work tasks, rather than relying on the teachers for a
model.

9. The Syllabus
 Grammar based
 Skills based (Listening, Speaking, Writing,
Reading)
 Functions based (Greeting, Introducing, Telling
stories)
 Task based (Discover the differences, Solve the
problems)

10. Any Questions?

11. Thank You!