TEFL

1. Communicative
Language Teaching (CLT)
Teaching English as a Foreign Language
Group 3

2. Definition of CLT
Communicative language teaching (CLT), or the communicative
approach, is an approach to language teaching that
emphasizes interaction as both the means and the ultimate goal of
study. It is also referred to us as communicative approach to the
teaching foreign language (Wikipedia)
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” (Brown,
p.378).

3. Definition of CLT
Communicative language teaching also can be
understood as a set of principles about the goals of language
teaching, how learners learn a language, the kinds of
classroom activities that best facilitate learning, and the
roles of teachers and learners in the classroom (Richards,
2006)

4. Background
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 rise of Communicative Language Teaching (CLT) in the 1970s
and 1980s was driven by the failure of traditional methods and the
increasing demand for language learning due to migration and
educational reforms. Traditional approaches like grammar translation
were ineffective for many learners, prompting educators to adopt
CLT, which emphasized real-life communication.

5. Background
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
language 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.

6. What is Communicative
Competence?
• Knowing how to use language for a range of different purposes
and functions
• Knowing how to vary our use of language according to the
setting and participants
• Knowing how to produce and understand different types of
texts
• Knowing how to maintain communication despite having
limitations in language knowledge (Richards, 2006)

7. (Canale & Swain, 1980)

8. Four dimensions of Communicative
competence
 Grammatical Competence: This dimension involves the knowledge of the language's
grammar, vocabulary, and syntax. It includes the ability to construct sentences correctly
and understand the rules that govern language use.
 Sociolinguistic Competence: This aspect refers to the understanding of social context
and the ability to use language appropriately in different social situations. It includes
knowledge of cultural norms, registers, and the ability to adjust language based on
factors such as the audience, setting, and purpose of communication.
 Discourse Competence: This dimension involves the ability to produce and understand
coherent and cohesive texts. It includes skills in organizing ideas, using appropriate
connectors, and maintaining the flow of conversation or written discourse.
 Strategic Competence: This aspect refers to the ability to use communication strategies
to overcome difficulties in communication. It includes skills such as paraphrasing, asking
for clarification, and using non-verbal cues to enhance understanding.

9. Characteristics of CLT
Brown (2007) also offers four interconnected characteristics of CLT:
1. Classroom goals are focused on all of the components of CC (communicative
competence) and not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic,
authentic, functional use of language for meaningful purposes.
Organizational language forms are not the central focus but rather aspects of
language that enable the learner to accomplish those purposes.
3. Fluency and accuracy are seen as complimentary principles underlying
communicative techniques. At times fluency may have to take on more
importance than accuracy in order to keep learners meaningfully engaged in
language use.
4. In the communicative classroom, students ultimately have to use the
language, productively and receptively, in unrehearsed contexts.

10. Goals of CLT
Communicative language teaching looks at language use in
context, both linguistic and situational, (not only the language that is
used but also who use it and in what circumstances). Students'
motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics.
The goal of CLT is for learners to acquire “communicative
competence” in the target language. While grammatical competence
is important, the fact that many learners can have a strong
knowledge of grammar rules and still not be effective
communicators shows that grammatical competence does not equal
proficiency.

11. The Methodology
• Focus on Communication
• Authentic Materials
• Student-Centered Approach
• Emphasis on Fluency Over Accuracy
• Focus on Functions
• Interactive Learning
• Integrated Skills
• Contextual Adaptation

12. Principles of CLT
The communicative approach is rather broad-based and it is most often defined
as a list of general principles or features. Nunan’s (1991) five features of CLT
include:
1. An emphasis on learning to communicate through interaction in the target
language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language
but also on the learning process itself.
4. An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities
outside the classroom.

13. Advantages and Disadvantages of
CLT
Advantages Disadvantages
 Learning second language through interaction,
authentic communication and negotiating
meaning
 CLT does not focus on error correction. This is a
disadvantage as learners are forced to practice
with classmates who are not fluent in English.
 This technique increases the teacher-student
relationship. It is an interactive relationship
 CLT approach focuses on fluency but not accuracy.
 The students in this way can learn the target
language in an enjoyable way; role play, games,
information gaps, pair work, group work, ect.
 It is controversial whether it can be used in every
level of students
 The communicative approach embraces the
principle of “learning by doing,” encouraging the
use of English from the beginning of instruction

14. 1. Role Plays
2. Information Gap Activities
3. Jigsaw Activities
4. Discussions & Debates
5. Problem-Solving Tasks
6. Interviews & Surveys
7. Storytelling & Picture Descriptions
8. Games
9. Task-Based Learning
10. Real-Life Simulations
CLT Classroom Activities

15. Conclusion
In conclusion, Communicative Language Teaching (CLT) represents a
significant shift in language education by prioritizing authentic
communication and practical language use over rote memorization of
grammatical rules. Its focus on interaction, real-world communication, and
student-centered learning not only enhances language proficiency but also
builds learners' confidence and adaptability in diverse communicative
contexts. While CLT offers numerous benefits, including increased
engagement and relevance, it also presents challenges that educators must
navigate, such as balancing fluency and accuracy. Ultimately, CLT remains a
powerful approach for developing communicative competence, preparing
learners for effective and meaningful interactions in the target language.