Communicative Language Teaching (CLT)

Wilkins

David Wilkins contributed to the development of CLT by:

introducing the concept of "Notional Syllabuses," which focused on communicative functions and notions rather than just linguistic structures. This idea helped shape the communicative competence aspect of CLT.

Hymes

Dell Hymes introduced the notion of "communicative competence," emphasizing:

the importance of not only grammatical competence but also sociolinguistic and discourse competence. His work influenced the shift towards a more holistic approach to language teaching, aligning with the principles of CLT.

Canale and Swain

Michael Canale and Merrill Swain developed the concept of "communicative competence" further by breaking it down into three components:

grammatical competence, sociolinguistic competence, and strategic competence. Their work provided a theoretical framework for understanding the various aspects of language proficiency in a communicative context.

Emphasis on using the language for real communication purposes.

Activities are designed as tasks that mirror real-life language use.

Learners actively engage with each other to practice and develop their language skills.

Shifts focus from teacher-centered to student-centered learning.

Incorporates cultural elements to enhance understanding and appreciation.

Communicative Language Teaching (CLT) is an approach

To language teaching that emphasizes communication as both the goal and the means of language learning.

It emerged in the 1970s

as a response to the perceived limitations of traditional grammar-translation and audio-lingual methods.

The primary focus is

on developing students' ability to use the target language in authentic communication situations.

Real-life Language Use:

CLT encourages learners to use the language in realistic, everyday situations, promoting practical language skills.

Meaningful Interaction:

Learners engage in meaningful communication, fostering improved speaking and listening skills.

Contextual Learning

Language is taught in context, allowing learners to understand how language functions in various situations.

Motivation:

CLT often enhances learners' motivation by making language learning relevant and enjoyable.

Cultural Awareness:

CLT incorporates cultural aspects, helping learners understand the cultural nuances of the language they are learning.

Critics argue that CLT might sometimes neglect explicit grammar instruction, which can be a drawback for learners who benefit from structured rules.

Assessing communicative competence can be challenging, and traditional testing methods may not fully capture learners' language proficiency.

Implementing CLT activities can be time-consuming, making it difficult to cover certain language components in depth.

Teachers may require specific training to effectively implement CLT, and not all educators may be prepared for this shift.

In mixed-ability classrooms, CLT may present challenges as learners with different proficiency levels interact.