Communicative Langugage teaching (CLT) and Communicative Approach


Communicative Langugage teaching (CLT) and Communicative Approach


The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s until then, situational language represented the major British approach to teaching English as a foreign language, in situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities. British applied linguists emphasized another fundamental dimension of language that was inadequately addressed in current approaches to language teaching at that time, the functional and communicative potential of language and they saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of structures


Another impetus for different approaches to foreign language teaching came from changing educational realities in Europe with the increasing interdependence of European countries came the need for greater efforts to teach adults the major languages of the European common market and the council of Europe, a regional organization for cultural and educational cooperation, the education was one of the council of Europe's major areas of activity and it sponsored international conferences on lan­guage teaching, published monographs and books about language teaching, the need to articulate and develop alternative methods of language teaching was considered a high priority

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning, when learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language

For example; practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication, and in the classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels, as a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials

The communicative approach is based on the idea that learning a language successfully comes through having to communicate real meaning, so in the communicative approach, the main objective is to present a topic in context as natural as possible


Principles of The Communicative Approach:
  •               Language learning is learning to communicate using the target language
  •              The language used to communicate must be appropriate to the situation, the roles of the              speakers, the setting and the register
  •              Communicative activities are essential
  •              Learners must have constant interaction with and exposure to the target language
  •            The role of the teacher is that of a guide, a facilitator or an instructor
  •            Evaluation concerns not only the learners’ accuracy but also their fluency



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