By

INDAH EFTANASTARINI
NIM. S200130057
Communicative Language Teaching
(CLT)
 Stern (1981)
LINGUISTICS
APPROACH

CLT
PSYCHOLOGICAL/
PEDAGOGICAL
APPROACH
 Howatt (1984:279)

STRONG

CLT
WEAK
 From the above:

Linguistic Approach = Weak Version

Language drills, controlled practice,

grammatical teaching

Psychological/Pedagogical Approach = Strong

Version

“real” communication from the beginning

UNDERLYING PRINCIPLES
 The goal of language teaching is
to develop what Hymes (1972)
referred to as “communicative
competence”.
 Chomsky (1965:3) : competence
is “the speaker-hearer’s
knowledge of his language”.
 Hymes’s Theory:
Communicative competence
refers to what a speaker needs
to know in order to
communicatively competent in a
speech communication.
COMMUNICATIVE COMPETENCE
 Michael Canale (1983:43)

Discourse
Competency

Grammatical
Strategic
Competency
Competency

Socio-Linguistic
Competency
 Theory which underlies CLT is
Halliday’s functional linguistics
which is “concerned which the
description of speech acts or texts,
since only through the study of
language in use are all the functions
of language, and therefore all
components of meaning, brought
into focus” (Halliday 1970:145)
 Regulatory
Instrumental To control
Interactional
To get things behaviour of
To relate to
e.g. “I want” others – e.g.
others, to
“Do this”
interact – e.g.
“Me and you”

Personal Imaginative
To express To use language
self – e.g. imaginatively –
“Watch me” e.g. lets pretend”

Heuristic Informative
To explore and To convey facts &
gain knowledge of information – e.g.
the environment – “I’ve got
e.g. “What’s something to tell
that?” you”
 Characteristic of Communicative
View of Language
1. Language is a system for the expression of
meaning
2. The primary function of language is for
interaction and communication
3. The structure of language reflects its
functional and communicative uses
4. The primary units of language are not merely
its grammatical and structural features, but
categories of functional and communicative
meaning as exemplified discourse
(Richard and Rodgers, 1999:71)
 CLASSROOM TECHNIQUES
 Authentic Materials
 Scrambled Sentences
 Language Games
 Picture Strip Story
 Role-Play
 Structural Activities
Pre-Communicative
activities
(Controlled Practice)
Quasi-Communicative
activities

Functional Communication
Activities
Communicative (language skills and
function)
Activities
(Freer Practice)
Social Interaction Activities
(conversation, discussion,
role plays, etc.)

(Littlewood, 1981: 86)

THANK YOU