The communicative language teaching (CLT) approach emerged in the late 1960s in Britain and aims to make communicative competence the goal of language teaching. CLT focuses on contextualized, meaningful communication rather than grammatical rules. It emphasizes using language functions and notions in interactive activities. CLT views language learning as acquiring knowledge and skills for language use based on what is possible, feasible, appropriate, and actually performed in a communicative context.

2.  (A functional approach since 1970s):
 it is an approach, not a method; a unified but broadly based
theoretical position about the nature of language and of
language learning and teaching.

3.  This approach is found in the changes in the
British language teaching tradition dating from
the late 1960s. A lot of British linguists
contributed to the formation of the
Communicative Approach which aims to make
communicative competence (Hymes, 1972) the
goal of language teaching and develop
procedures for the teaching of the four language
skills that acknowledge the interdependence of
language and communication. Communicative
competence is what a speaker needs to know in
order to be communicatively competent in a
speech community.

4.  Richards and Rodgers (1986) described CLT as an approach
rather than a method, since it represents a philosophy of
teaching that is based on communicative lg use. Advocated by
many applied linguists, CLT in their views emphasizes
notional-functional concepts and communicative competence,
rather than grammatical structures, as central to teaching.

5. The major characteristics are:
 Meaning is primary; contextualization is basic.
 Attempts to communicate in CLT are
encouraged in the beginning of instruction.
 Material sequencing is determined by the
content, meaning, and function.
 L1 is acceptable when feasible.
 Activities and strategies for learning are varied.
 Communicative competence is the goal of
instruction.

6.  In Hyme’s view, a person who acquires communicative
competence acquires both knowledge and ability for language
use
 whether something is formally possible;
 whether something is feasible in virtue of the means of
implementation available;
 whether something is appropriate in relation to a context in
which it is used and evaluated;
 whether something is in fact done, actually performed and
what its doing entails

7. Canale and Swain (1998) identify
four dimensions of communicative
competence:
 Grammatical competence- similar to linguistic competence by
Chomsky by what is formally possible
 Sociolinguistic competence- understanding of the social context
in which communication takes place, including role
relationships, the shared information of the participants, and
the purpose for their interaction
 Discourse competence- the interpretation of individual
message elements in terms of cohesion and coherence
 Strategic competence- the coping strategies to initiate,
terminate, maintain, repair, and redirect communication

8.  communication, task, meaningfulness principles
 the communication principle: Activities that involve
communication promote language learning.
 the task principle: Activities that involve the completion of real-
world tasks promote learning.
 the meaningfulness principle: Learners must be engaged in
meaningful and authentic language use for learning to take place.

9.  The primary function of language is for interaction
and communication.
 Language is a system for the expression of meaning.
 The activities that truly communicative have
features of information gap, choice, and feedback;
they must be guided by the teacher for unrehearsed
situations.
 Authentic materials should be used.
 True communication is purposeful.
 Activities are better carried out in small groups in
which interaction among students are maximized.

10. Being prejudiced in favor of native-speaker
teachers by demanding a relatively
uncontrolled range of language use and
expecting the teacher to be able to respond
to any and every language problem which
may come up.
A basis of group and pair work and less
teacher intervention against education
traditions
Lack of the explicit teaching of grammar -> a
consequent loss among students in accuracy
in the pursuit of fluency

11. Grammatical structures had better be
subsumed under various functional
categories.
Authentic materials are preferred.
There should be less attention to
grammatical rules but fluency should never
be encouraged at the expense of clear,
unambiguous, direct communication.
Technology and increased teachers’ lg
proficiency now make achieving the goals of
CLT possible.

12.  No communicative desire
 No communicative purpose
 Form not content
 One language item only
 Teacher intervention
 Materials control

13.  A desire to communicate
 A communicative purpose
 Content not form
 Variety of language
 No teacher intervention
 No materials control