Communicative language teaching (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.

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 Nunan’s (1991) five features of CLT:

-      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 process itself.

-      An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.

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

v Learner roles

The emphasis in Communicative Language Teaching on the processes of communication, rather than mastery of language.

v Teacher roles

Several roles are assumed for teachers in Communicative Language Teaching, the importance of particular roles being determined by the view of CLT adopted. Breen and Candlin describe teacher roles in the following terms:

The teacher has two main roles: the first role is to facilitate the communica­tion process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it. These roles imply a set of secondary roles for the teacher; first, as an organizer of resources and as a resource himself, second as a guide within the classroom procedures and activities. A third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organi­zational capacities.