Presented by: Ivan Aguilar

 Communicative language teaching (CLT) is an approach to the teaching of second

and foreign languages that emphasizes interaction as both the means and the
ultimate goal of learning a language. It is also referred to as “communicative
approach to the teaching of foreign languages” or simply the “communicative
approach”.(Wikipedia)
 Its origins are many, insofar as one teaching methodology tends to influence the
next. The communicative approach could be said to be the product of educators and
linguists who had grown dissatisfied with the audiolingual and grammar-translation
methods of foreign language instruction. (Center for Applied linguisitcs)
 This method aims at developing procedures for the teaching of the four skills that
acknowledge the interdependence of language and communication. It aims at having
students become communicatively competent.(Yemen Times)
 A set of principles about teaching including recommendations about method and
syllabus where the focus is on meaningful communication not structure, use not
usage. In this approach, students are given tasks to accomplish using language,
instead of studying the language.(ESL Glossary)
 METHOD

APPROACH
PROCEDURE
DESIGN
1.Approach
An approach refers to theories about the nature of
language and language learning that serve as the resources of
practices and principles of language teaching.
2.Design
This specifies the relationship of theories of language
and learning to the selection and organization of language
content (syllabus), to the types of tasks and learning activities
and the role of the learners, teachers and materials
3.Procedure
Comprises the classroom techniques and practices that
are consequences of particular approaches and designs.
 The nature of language
 The nature of Learning a language
 Activities that involve real communication promote
learning.
 Activities in which language is used for carrying out
meaningful communication promote learning
 Language that is meaningful to the learner supports the
learning process.
 The Goal of language teaching: Communicative
competence
 Knowledge of the grammar, vocabulary, phonology ,
and semantics of the language
 Knowledge of the relationship between the language
and its nonlinguistic (social) context.
 Knowledge of how to begin and end conversation
(Discourse competence: cohesion and coherence)
 Knowledge of strategies to compensate other weak
areas.
 Teacher’s role
The teacher has to assume the role of a facilitator or
monitor, rather then simply being the model for correct speech and the
one with the primary responsibility of making students produce plenty of
error-free sentences. The teacher has to develop a different view of
students errors and his/her own role in facilitating language learning.

 Learner’s role
In the CLT, learners have to participate in classroom activities
that are based on a cooperative rather than in a individualistic approach
to learning. Students have to become comfortable with listening to their
peers in pair or group work tasks, rather than relying on the teachers for
a model.
 The Syllabus
 Grammar based
 Skills based (Listening, Speaking, Writing, Reading)
 Functions based (Greeting, Introducing, Telling stories)
 Task based (Discover the differences, Solve the problems)
 What kind of syllabus does your course book have?
 In general most course books that advocate the CLT
Approach create more eclectic syllabi in which they
consider the different aspects of learning a
language.
 Types of activities
 Accuracy/Fluency
 Mechanical meaningful and communicative practice
 Information Gaps
 Information gathering
 Role plays
 Opinion sharing
 Accuracy
 Reflect classroom use of language
 Focus on the formation of correct examples of language
 Practice language out of context
 Practice small samples of language
 Do not require meaningful communication.
 Control choice of language
 Fluency
 Reflect natural use of language
 Focus on achieving communication
 Require meaningful use of language
 Require the use of communication strategies
 Produce language that may not be predictable.
 Seek to link language use to context

Task: Identify activities aimed at developing Accuracy and Fluency in the

coursebook.
 Mechanical, meaningful, and communicative practice.

 Mechanical practice:
He _____________ (is/are) a soldier.

 Meaningful practice:
On the weekend, I’m going to_________________ in the morning.
I’m going to _____________ in the afternoon, but
I’m not going to __________.

 Communicative practice:
Ask your classmate about three things he considers when selecting a movie.

 Task 2: Identify these types of practice in your coursebook

 Some types of activities
 Information gaps (Activity 2)

 Information gathering (Activity 1)

 Role-plays

 Opinion sharing