Journal of Positive School Psychology http://journalppw.

com
2022, Vol. 6, No. 12, 125-128

Communicative Language Teaching In Meaningful

Situation-Based Activities
Ergashev Muhammadjon Rakhmonovich1 , Bakhromova Asilaxon Azamqizi2 , Saliyeva
Shaxlo Sayidaliyevna3 , Tursunova Farangiz Dildorbekovna4

1
(PhD) Associate professor of Kokand State Pedagogical Institute named after Muqimiy
2
Student of Kokand State Pedagogical Institute named after Muqimiy
3
Kokand State Pedagogical Institute named after Muqimiy
4
Kokand State Pedagogical Institute named after Muqimiy

Abstract. This article will proof that CLT is an approach to language teaching methodology, that
emphasizes authenticity, interaction, student-centeredlearning and communication for the real world.

Keywords: curriculum,classroom activities, communication, syllabus, communicative functions,

communicative purposes.

“Communication works for those who works in it” John Powell

the syllabus as the “communicative functions

which the forms of the language serve”. The
introduction to the same document comments that
“communicative purposes may be of man y
different kinds. What is essential in all of them is
Introduction that at least two parties are involved in an
One of the most characteristic features of interaction or transaction of some kind where one
communicative language teaching is that it pays party has an intention and the other party expands
systematic attention to functional as well as or reacts to the intention” (p. 5). In her discussion
structural aspects of language. “ For others, it of communicative syllabus design, Yalden (1983)
means using procedures where learners work in discusses six Communicative Language
pairs of groups employing available language Teaching design alternatives, ranging from a
resources in problem-solving tasks. A national model in which communicative exercises are
primary English syllabus based on a grafted onto an existing structural syllabus,
communicative approach (Syllabuses for Primary
Schools 1981), for example, defines the focus of

Design 1: To a learner-generated view of syllabus design (e.g., Holec 1980).

Ergashev Muhammadjon Rakhmonovich 126

Communicative language teaching integrates and interact in desired contexts (school work,
reading, writing, and speaking, which can have community). Communicative language teachers
students practice multiple skills at once. It also use materials that focus on the language needed
uses groups or pairs for activities and tools and to express and understand different kinds of
technology to create a more individualized functions. In the classroom, activities guided by
learning experience for students, which aids their the communicative approach are characterized by
language learning abilities, such as their fluency meaningful and real communication at all levels.
in the language. As a result there may be more emphasis on skills
The Communicative Language Teaching is than system lesson are more learner-centred.
a popular teaching approach. It is founded in the Examples include asking for things, describing
constructivist theory. It focuses on using people,expressing likes and dislikes and telling
language for communication. Learnersstudy time.
language by developing skills to communicate

Design 2: CLT approaches are often used in learner-centredclassrooms.

Since 1970s it had been realized • As detailed a consideration as possible of

that communicative competence was needed in the purposes for which the learner wishes to
order to use the language communicatively. In acquire the target language; for example, using
planning a language courses within a English for business purposes, in the hotel
communicative approach, grammar was no industry, or for travel.
longer use as the starting point. It was argued that Communicative Language Teaching
a syllabus should identify the following aspects Today;
of language use in order to be able to develop the • The socially defined role the learners will
learner’s communica­tive competence: assume in the target language, as well as the role
of their interlocutors; for example, as a traveler,
 127 Journal of Positive School Psychology

as a salesperson talking to clients, or as a student language or involve negotiation of information

in a school; and information sharing. These attempts take
• Some idea of the setting in which they many forms. Wright (1976) achieves it by
will want to use the target language; for example, showing out of-focus slides which the students
in an office, on an airplane, or in a store; attempt to identify. Byrne (1978) provides
• The communicative events in which the incomplete plans and diagrams which students
learners will participate: everyday situations, have to complete by asking for information.
vocational or professional situations, academic Allwright (1977) places a screen between
situations, and so on; for example, making students and gets one to place objects in a certain
telephone calls, engaging in casual conversation, pattern: this pattern is then communicated to
or taking part in a meeting; students behind the screen. Geddes and
• The language functions involved in those Sturbridge (1979) develop “jigsaw” listening in
events, or what the learner will be able to do with which students listen to different taped materials
or through the language; for example, making and then communicate their content to others in
introductions, giving explanations, or describing the class. Most of these techniques operate by
plans; providing information to some and withholding it
• The notions or concepts involved, or from others. Social interaction activities include
what the learner will need to be able to talk about; conversation and discussion sessions, dialogues
for example, leisure, finance, history, religion; and role plays, simulations, skits, improvisations,
• The skills involved in the “knitting and debates.
together” of discourse: discourse and rhetorical There are a number of activities which are
skills; for example, storytelling, giving an common in the classrooms:
effective business presentation;
• The variety or varieties of the target • Information Gap Activities
language that will be needed, such as American, This activity is derived from reality fact in
Australian, or British English, and the levels in which people often ask for information from
the spoken and written language which the other people, which they do not have. This
learners will need to reach; condition is imitated into classroom practice by
• The grammatical content that will be giving students two or more package of related
needed; information, which one students possess
different package from the other.
• The lexical content, or vocabulary, that
will be needed; Communication occurs as they are requesting
The range of exercise types and activities information from the other.
compatible with a communicative approach is
unlimited, provided that such exercises enable • Jigsaw activities
learners to attain the communicative objectives of This activities demand students to be
the curriculum, engage learners in divided into groups. Every group has certain
communication, and require the use of such piece of information. Every group is given task to
communicative processes as information sharing, share information they have to the other groups.
negotiation of meaning, and interaction. The process of interaction becomes like jigsaw, at
the time they transact information.
Materials and methods
Classroom activities are often designed to focus • Information gathering activities
on completing tasks that are mediated through
Ergashev Muhammadjon Rakhmonovich 128

At this activity, students are required to (Ed). Practical English

conduct surveys, interviews to collect Language Teaching. 2003.
information 5. https://study.co
m/learn/lesson/communicative-
• Telling stories or jokes language-teaching-approach-
A student tells a story, funny anecdote, or features-clt.html
joke from memory 6. “Communicativ
e language teaching today” Jack
• Drama C. Richards
Students have read a story. They have to
choose a scene, create dialogue, and perform it in
front of audience.

• Discussion
Students discuss any topic in groups or
with a whole class. It can be spontaneous or with
prior preparation.

Conclusion
This is the activity in which students are assigned
roles and improvise a scene or exchange based on
given information or clues. For example, one
student is given a task to be a doctor with
knowledge about certain disease and the
symptoms. The other student is given a task to be
patient with this symptoms to be talked to the
doctor

REFERENCES:

1. Allwright, R. L.
Language learning through
communication practice. 1997.
2. Approaches and
Methods in Language Teaching.
Jack C. Richards and Theodore
S. Rodgers, 1986.
3. Richards, Jack.
Communicative Language
Teaching Today. Cambridge
University Press: Cambridge,
2006.
4. Nunan, David.
Methodology. In DavidNunan