Teaching Methodologies

Communicative Teaching Approach (C.L.T.)

Communicative Language Teaching (CLT) Introduction

Communicative language teaching began in Britain in the 1960s as a replacement to earlier structural methods, like Situational Language Teaching and the Audio Lingual Method. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguists, such as Firth and Halliday.

Theory of language

The functional view of language is the primary one behind the communicative method. The communicative or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.

What is it?

The Communicative Language Teaching (CLT) is an eclectic collection of emphases in the teaching of language that tend to promote or lead to the teaching and learning of a language as and for communication. The CLT approach assumes that a students inter-language development is benefited most by uninterrupted trial and error, along with attentiveness to the responses of interlocutors. It is through all of these acts of communication and feedback in the target language that students gain facility in the language. CLT stresses the importance of using the language rather than learning the rules of usage. The goal of CLT is to increase learners communicative competence, that is, the ability to use language appropriate to a given social context. As Littlewood (1981) pointed out, one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language.

According to Brown (1983), the definition of communicative language teaching includes the following concepts:

1.

Classroom goals are focused on all the opponents of communicative competence and not restricted to grammatical or linguistic competence.

2.

Form is not the primary framework for organizing and sequencing lessons. Function is the framework through which forms are taught.

3.

Accuracy is secondary to convey a message. Fluency may take on more importance than accuracy. The ultimate goal for communicative success is the actual transmission and receipt of the intended meaning.

4.

In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features. One of the most recognized of these lists is David Nunans (1991) five features of CLT:

1. 2. 3.

An emphasis on learning to communicate through interaction in the target language. The introduction of authentic texts into the learning situation. The provision of opportunities for learners to focus, not only on language but also on the Learning Management process. An enhancement of the learners own personal experiences as important contributing elements to classroom learning.

4.

5.

An attempt to link classroom language learning with language activities outside the classroom.

These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the connection between the language as it is taught in their class and as it used outside the classroom. Under this broad umbrella definition, any teaching practice that helps students develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction. Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practice and develop language functions, as well as judicious use of grammar and pronunciation focused activities.

Language is for communication and communicative approach may be a better way to achieve this purpose. Now more and more teachers of English have realized the importance of the communicative approach. As educational policy in China calls for the necessity and improvement of teaching foreign languages for communicative purposes, I am sure the ultimate goal of communicative language teaching will be achieved some day.

How to use this approach

CLT can be used by teachers with all types of students. For example with less proficient learners, students can be made to:

1.

Explore ways to use magazine pictures, personal photographs, cancelled postage stamps, and even road signs, bumper stickers, and advertisements for communicative purposes.

At the intermediate level, teachers can have students:

1. 2. 3.

Explain some frequently misunderstood aspects of their culture. Report on both the process and findings of assigned internet searches. Brainstorm controversial topics for class discussion and prepare pro or con positions as part of moderated panels.

4.

Prepare two-minute oral news reports from notes on assigned topics and reply to their classmates questions.

5.

Form small groups to formulate solutions to real local social problems and present their ideas to classmates in writing or orally.

And teachers working with advanced students can:

1. 2. 3.

Challenge them to draw upon their own experience and specialties to teach each other. Telling friends of an unusual or strange event Discussion of a personal problem with a friend to seek advice

Critiques of CLT

When we consider applying the CLT approach in classroom activities, there are a number of problems we are likely to encounter:

1. 2.

It demands that the class be learner-centred. The teacher may find it hard to control the class.

3. Perceived difficulties in assessing the results of CLT. Teachers may find it quite hard to discern which is the most appropriate expression to use because there may be different social contexts and different ways of expressing the same function. 4. The requirements of CLT teaching approach puts a heavy burden on a non-native foreign language teacher whose own communicative competence needs to be good enough and very proficient in the second language to teach effectively

Conclusion

Too often, a 'new' approach appears to completely dismiss the previous one. This is not always the intention, but probably more a result of the enthusiasm of practitioners exploring and implementing fresh activities or opportunities. CLT, despite its critiques, in practical terms, whether assisting mixed-ability classes, aiding motivation, leading from a focus on form to one of fluency, or supporting learning, has a lot to offer the EFL teacher.

Bibliography

Brown, H. Douglas (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentince Hall. Brown, H. Douglas (1994) Principles of Language Learning and Teaching. Prentice Hall. Deckert Glenn (2004). The Communicative Approach: Addressing Frequent Failure January English Teaching Forum Gower, Roger; Walters, Steve; Phillips, Diane (1995) Teaching Practice Macmillan Krashen; Stephen D. (1987) Principles and Practice in Second Language Acquisition Littlewood William (1981). Communicative Language Teaching: An Introduction (Cambridge Language Teaching Library). Paperback. Cambridge University Press Nunan David (1991). Language Teaching Methodology. London: Prentice Hall International. Szesztay, Margit; Ryan, Christopher (1994) Selected Readings in ELT Methodology and Classroom Studies Centre for English Teacher Training at Etvs Lornd University Willis, Dave and Jane (2007) Doing Task-based Teaching OUP 4