Communicative

Language Teaching
(CLT)

By

Student’s Name: Nguyen Thi Ngoc Ngan

ID number: 16DH710277
Subject: Teaching Methodology 1
Instructor: Mai My Hanh
COMMUNICATIVE LANGUAGE TEACHING (CLT) _______________ 0

INTRODUCTON ___________________________________________ 2

WHAT IS CLT? ____________________________________________ 2

THE GOALS OF CLT _______________________________________ 2

HOW LEARNERS LEARN A LANGUAGE _______________________ 2

Classroom practices ___________________________________________________________ 2

The role of teachers and learners ________________________________________________ 3

ADVANTAGES AND DISADVANTAGES ________________________ 3

Advantages___________________________________________________________________ 3

Disadvantages ________________________________________________________________ 4

CONCLUSION ____________________________________________ 4

ANSWER AT LEAST 3 THE FOLLOWING QUESTIONS: ___________ 5

1) How do we teach form in CLT? _____________________________________________ 5
2) What are the implication for context? ________________________________________ 5
3) How does learning happen? ________________________________________________ 5
4) What sort of input do we provide? What kinds of material and texts? _______________ 5
5) What do learners do with input materials? _____________________________________ 5
6) What sorts of activities do we use? __________________________________________ 6
7) How do we give feedback? ________________________________________________ 6
8) How do we interact with our learners? _______________________________________ 6

BIBIOGRAPHY ______________________________________________________________ 6

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INTRODUCTON

People today want to improve their English day by day. Learning English which is
the essential opportunity are provided in many different ways such as travel, study
at school, live and study abroad, through media and Internet. Learners are requested
to appropriately approach language methodology which is known as
communicative language teaching (CLT). This report includes four main ideas:
What is CLT?, the goal of CLT, how learners learn a language, advantages and
disadvantages.

WHAT IS CLT?

 CLT is an approach to language teaching which focus on functions, grammar,

vocabulary, discourse and skills emphasizes interpersonal interaction.
 CLT is one of the most well-known approaches which is used widely and
particularly.

THE GOALS OF CLT

 Communicative Language Teaching sets as its goal the teaching of

communicative competence
 Communicative competence includes the following aspects of language
knowledge:
o Knowing how to use language in specific purposes and function
o Knowing the way to apply language relating to the setting and the
participants (e.g: knowing when to use formal/ informal speech or when
to use language in written or spoken communication)
o Knowing how to produce and classify different kind of texts ( report,
speech, research, greeting, complaint, recommendation, etc)
o Knowing how to keep going communication continuously in spite of the
lack of language knowledge.

HOW LEARNERS LEARN A LANGUAGE

CLASSROOM PRACTICES

 Syllabus focuses on tasks, functions and topic areas based on learners’

communicative needs. A functional syllabus replaces a structural
syllabus

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  Learn and practice language through interaction with one another and
with the instructor.
 Learning happens in context; detailed error correction is de-
emphasized in favor of the theory that students will naturally develop
accurate speech through frequent use.
 Students develop fluency through interaction, authentic
communication and negotiating meaning in the language rather than
by analyzing it.
 Understanding of English through active student interaction; role play,
games, information gaps; interviews, group work, etc.
 The use of the language in class and the use of language outside of
class is the essential combination.

THE ROLE OF TEACHERS AND LEARNERS

 In the classroom, learners become the most active users of language.

They should be provided authentic materials. Authentic and meaningful
language input becomes more important as well. Students are able to
present their communicative competence effectively.
 The class becomes more student-centered as students accomplish their
tasks with classmates while teachers play more of an observer role.
 The teachers’ role focus on setting up the communicative activities,
providing correction after fluency activities, and inputting language
when needed.
 Teachers in communicative classrooms will find themselves talking less
and listening more- becoming active facilitators of their students’
learning. (Larsen-Freeman, 1986)

ADVANTAGES AND DISADVANTAGES

ADVANTAGES

 Teacher-learner relationship is an interactive.

 Motivation as a strength of CLT relates to engaging students in
communicative classroom but also includes confidence building.
 CLT is the opportunity for learners to think about and express their views
 Greatly enhances the students’ interest. They are in real simulated
scenarios in order to learn English as a pleasure.

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 DISADVANTAGES

 Communicative approach is really in applicable in crowded class.

 CLT focuses on fluency but not accuracy.
 The weaker learners who struggle and cannot use the target language
and continue to make mistakes and eventually give up. This
methodology is great for intermediate and advanced learners, but for
beginners some controlled practice is needed.

CONCLUSION

In English teaching process, teachers must change the concepts to overcome

difficulties. As much as possible to organize and guide the learners to take part in
the true methodology of communicative language. The flexible combination is an
effective teaching method.

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ANSWER AT LEAST 3 THE FOLLOWING QUESTIONS:

1) HOW DO WE TEACH FORM IN CLT?

2) WHAT ARE THE IMPLICATION FOR CONTEXT?

- Communicative competence involves being able to use different kinds of
spoken and written texts in the specific contexts of their use.
- This is very important because meaning of communications are vested in
the differently specific contexts.
- Language is meaningful only in context. This is one of the emphases of the
communicative approach.

3) HOW DOES LEARNING HAPPEN?

4) WHAT SORT OF INPUT DO WE PROVIDE? WHAT KINDS OF

MATERIAL AND TEXTS?
- Using authentic materials is a relatively easy and convenient way of
improving not only students’ general skills, but also their confidence in a
real situation.
- Sorts of input material and texts which are provided such as newspaper,
magazine articles, songs, web pages, radio & TV broadcasts, films, leaflets,
flyers, poster, travel brochures, etc indeed anything written in the target
language and used unedited in the classroom.

5) WHAT DO LEARNERS DO WITH INPUT MATERIALS?

Give students authentic materials to boost their confidence and experience “real”
language. By using authentic input materials, they will:
 Encounter words and constructions that they are probably never see in
formal materials ( learn abbreviations, hear the true tone, etc)
 Have the language input and skill development; positive impression in
learners’ mind; useful information to deal with language.
 Perceive learning materials as relevant and useful.
 Ready to acquire the being taught, the learners’ attention should be
drawn to linguistic features of the input.

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  Achieve communicative purposes through meaningful, realistic
interaction

6) WHAT SORTS OF ACTIVITIES DO WE USE?

Classroom activities which promote collaboration, fluency, and comfort in the
CLT include:
 Role-playing: important communicative activity. It allows students to
practice target language in a safe situation where mistakes are no big
deal.
 The talk show interview: main goal is to develop students’ interpersonal
skills when rehearse their Q&A
 Group work: purpose is to foster communication in the teaching
language in a larger group setting. They discuss the information they
have found with each other and put it all together to complete the task.
 Information gap: this activity improves students’ abilities to
communicate about unknown information

7) HOW DO WE GIVE FEEDBACK?

As role-model teachers, it is essential that we make the process of providing
feedback a positive, or at least neutral, learning experience for students.
 Feedback should be given naturally essential on what they have
achieved
 They are provided with an explanation and examples as specific as
possible as to what is right and is not correct about their work.
 Remember the “feedback sandwich” compliment, correct, compliment
 Compare learners to themselves in the past in order to emphasize what
exactly they did well, and what may still need improvement.
 The sooner feedback learners get, the better they improve.

8) HOW DO WE INTERACT WITH OUR LEARNERS?

BIBIOGRAPHY

Communicative Language Teaching Today – Jack Richards

The Foreign Language Teaching Methodologies, Language Teaching Method
TKT Modules 1, 2, 3
THE END