CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.

3.  CLT is best considered an approach rather than a method .
 Communicative Language Teaching (CLT) started developing in
Great Britain in the 1960s, when British applied linguists
began to question the assumptions underscoring Situational
Language Teaching.
• The Oral Approach or Situational Language Teaching is an
approach developed by British applied linguists in the 1930s to
the 1960s.
• Speech was regarded as the basis of language, and structure
was viewed as being at the heart of speaking ability.

4.  This CLT is based partly in the theories of Brititish
functional linguists such as: Firth, Halliday
 The American sociolinguistics Hymes, Gumperz and
Lavob.

5.  Noam Chomsky was among the first ones to demonstrate
that standard structural theories of language were incapable
of accounting for the creativity and uniqueness of individual
sentences.

7. The Objectives of CLT
To have the students become communicatively competent.
(Communicative competence – knowing when and how to say what
to whom.)
To enable the students communicate fluently in the target
language.
( Fluency is the primary goal.)
To focus on communication rather than structure.

8. The Principles of CLT
Meaning is paramount
Contextualization is a basic premise
Language learning is to communicate
Effective communication is sought
Drills occur peripherally
Comprehensible pronunciation is sought
L1 is accepted where it is feasible
Translation may be used
Students learn L2 through communication proccess
Communicative competence is the goal
Linguistic variation is a central concept in materials and methodology

9. The Principles of CLT
The sequence is determined by consideration of content ,
function , and meaning
The teacher helps learners to motivate them to work with
the language
Language is created through trial and errors
Fluency is the primary goal
Students interact with other people
The teacher can’t know what the language the student will use
The intrinsic motivation will spring from an interest in what is
being communicated

10. The Role of the Teacher
• Adviser
• Facilitator
The teacher facilitates communication.
During the activities, s/he acts as an adviser, answering the
questions and monitoring the performance.
The Role of the Students
• Communicators
They are actively engaged in trying to make themselves
understood and in understanding others.

11. The use of the Mother Tongue
It can be used. However, whenever possible the target
language should be used.

12. Activities
 Authentic materials
 Scrambled sentences
 Language games
 Picture strip story
 Role play
 Conversation grids
 Questionnaires
 Information-gap activities
 Problem-solving activities
 Discussion

13. Evaluation
 A teacher can informally
evaluate students’ performance
in his role as an adviser or co-
communicator.
 For formal evaluation an
integrative test is used which
has a real communicative
function.
 In order to assess students’
writing skill, a teacher might
ask them to write a letter to a
friend.

14. Areas of Language Emphasized
 Language functions might be emphasized over forms.
 Students work with language at the suprasentential or
discourse level.
 They learn about cohesion and coherence.
Students’ Feelings
 Students are given an opportunity to express their
individuality by having them share their ideas and opinions
on a regular basis.

15. Students’ Errors
 Errors of form are tolerated during
fluency-based activities and are seen as
a natural outcome of the development of
communication skills.
 The teacher may note the errors during
fluency activities and return to them
later with an accuracy-based activity.

17.  It increases teacher-student relationship
 It provides the opportunity for the students to be aware
of their abilities and exhibit them.
 The students can learn the target language in an enjoyable
way.

18. CLT approach focuses on fluency but not accuracy in grammar
and pronunciation.
 The CLT approach is great for intermediate student and
advanced students, but for beginners some controlled practice
is needed.
 The monitoring ability of the teacher must be very good.
Grammar Teaching Practices make application of this approach
difficult.