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Communicative Language Teaching

Communicative Language Teaching (CLT) emphasizes interaction and authentic communication to develop learners' communicative competence, focusing on meaning over form and integrating various language skills. Task-Based Language Teaching (TBLT) builds on CLT principles by centering classroom activities around real-world tasks that require meaningful interaction and problem-solving. Both approaches prioritize fluency and learner autonomy, aiming to prepare students for effective language use in real contexts.

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9 views5 pages

Communicative Language Teaching

Communicative Language Teaching (CLT) emphasizes interaction and authentic communication to develop learners' communicative competence, focusing on meaning over form and integrating various language skills. Task-Based Language Teaching (TBLT) builds on CLT principles by centering classroom activities around real-world tasks that require meaningful interaction and problem-solving. Both approaches prioritize fluency and learner autonomy, aiming to prepare students for effective language use in real contexts.

Uploaded by

maniriaz18
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Communicative Language Teaching (CLT)

CLT is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of
learning a language. The central idea is that learners should be engaged in authentic communication to develop
their communicative competence.
Key Features:
- Focus on meaning over form.
- Emphasis on interaction and real-life communication.
- Use of authentic materials.
- Integration of listening, speaking, reading, and writing skills.
- Learner-centered approach rather than teacher-centered.
Foundations of CLT
The foundation of CLT is based on communicative competence, a concept introduced by Dell Hymes (1972).
He argued that knowing a language involves more than knowing grammatical rules; it includes knowing when,
why, and how to say what to whom.
Key Components of Communicative Competence (Canale and Swain, 1980):
1. Grammatical competence – knowledge of syntax, vocabulary, and pronunciation.
2. Sociolinguistic competence – understanding social context and appropriateness.
3. Discourse competence – coherence and cohesion in longer stretches of communication.
4. Strategic competence – ability to overcome communication breakdowns.
Example:
A student learning English through CLT might learn to order food in a restaurant by role-playing with
classmates, rather than simply memorizing phrases or grammar rules.
Fluency vs. Accuracy
CLT often raises the question of whether to prioritize fluency (ability to communicate effectively and smoothly)
or accuracy (correct use of grammar and vocabulary).
Fluency:
- Speaking without hesitation or unnatural pauses.
- Encouraged through open-ended tasks and conversation practice.
- Focus: Communication of meaning.
Example: A debate or role-play where students freely express opinions, even if they make grammatical errors.
Accuracy:
- Correct usage of language structures.
- Developed through focused grammar exercises and teacher correction.
- Focus: Form and correctness.
Example: A fill-in-the-blank activity practicing the past perfect tense.
CLT Balancing Act:
In CLT, fluency is usually given more importance in early stages to build confidence, with accuracy being
addressed as needed through feedback and form-focused instruction.
Designing Communicative Activities
Effective communicative activities should simulate real-life situations, encourage interaction, and require
learners to negotiate meaning.
Characteristics of Communicative Activities:
1. Information gap – One learner has information the other needs.
2. Choice – Learners choose what and how to say something.
3. Feedback– Responses are unpredictable and require a reply.
Types of Communicative Activities:
1. Role Plays:
- Students act out situations (e.g., doctor-patient, tourist-guide).
- Purpose: Practice social language and negotiation.
2. Information Gap Tasks:
- One student has part of the information; they must communicate to complete the task.
- Example: Student A has a train schedule; Student B needs to ask questions to plan a trip.
3.Problem-Solving Activities:
- Students work together to solve a problem using English.
- Example: Plan a weekend trip within a limited budget.
4. Interviews and Surveys:
- Students ask and answer questions to gather information.
- Example: Interview classmates about their hobbies or weekend plans.
5. Storytelling and Picture Description:
- Students describe images or complete stories together.
- Example: One student describes a picture while the other draws it.
Conclusion
CLT revolutionized language teaching by shifting the focus from grammatical accuracy to meaningful
interaction. By emphasizing real-life communication, authentic tasks, and learner interaction, CLT prepares
students not just to know a language but to use it effectively in real contexts. The balance between fluency and
accuracy, and the thoughtful design of communicative activities, are central to its success.

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Task-Based Language Teaching (TBLT): A Dynamic Path to Language Mastery


Introduction
In the evolving landscape of language education, Task-Based Language Teaching (TBLT) has emerged as a
learner-centered, communication-driven approach that aligns classroom activities with real-world language use.
Rooted in the principles of Communicative Language Teaching (CLT), TBLT places authentic tasks at the heart
of language instruction, empowering learners to acquire language through meaningful interaction and problem-
solving. This essay explores the core of TBLT by defining tasks in language learning, discussing its
implementation in the classroom, and examining effective methods of assessing task performance.
Defining Tasks in Language Learning
In the context of TBLT, a task is more than just an activity. According to Ellis (2003), a task is "a workplan that
requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in
terms of whether the correct or appropriate propositional content has been conveyed." In simpler terms, a task
requires learners to use the language as a tool to achieve a specific goal.
Key Characteristics of a Task:
1. Goal-oriented: There is a non-linguistic outcome or objective (e.g., planning a trip, making a decision).
2. Real-world relevance: The task mirrors authentic communication scenarios.
3. Focus on meaning: The emphasis is on conveying and understanding messages.
4. Information gap: Participants must exchange information to complete the task.
5. Learner autonomy: Learners make decisions on language use and strategy.
Examples of Tasks:
- Ordering food at a restaurant (real-life task): Learners role-play as customers and waiters, practicing polite
requests and clarifications.
- Solving a mystery (information-gap task): Each student has different clues and must collaborate to solve the
puzzle.
- Creating a travel brochure (productive task):Students research a destination and present it using persuasive
language and visual elements.
Implementing TBLT in the Classroom
Successfully integrating TBLT into the classroom requires thoughtful planning, a supportive environment, and
flexibility from both teachers and learners. The process generally follows a three-phase structure:
Pre-task, Task Cycle, and Post-task.
1. Pre-task Phase
The teacher introduces the topic and prepares learners for the task. This may include:
- Discussing related vocabulary and expressions.
- Watching a model video or listening to an audio example.
- Brainstorming ideas and strategies.
Example: Before a task on job interviews, the teacher might present common interview questions and phrases
like "Tell me about yourself" or "What are your strengths?"
2. Task Cycle
This is the core of TBLT. Learners perform the task using the language they know while the teacher observes
and provides support as needed.
- Task: Learners complete the task in pairs or groups.
-Planning: They prepare to present or report their findings.
- Report: Learners share outcomes with the class; the teacher may provide feedback.
Example: In a “plan a holiday” task, groups decide on destinations, transportation, accommodation, and budget,
then present their travel plan.
3. Post-task Phase
This phase consolidates learning and focuses on language form.
- The teacher corrects errors observed during the task.
- Language focus activities may be introduced (e.g., grammar or pronunciation practice).
- Learners reflect on their performance and strategies used.
Example: After a debate task, the teacher might highlight useful linking phrases like “On the other hand…” or
“I strongly believe…”
Assessing Task Performance
Assessment in TBLT must align with the communicative and functional nature of the tasks. It focuses not just
on linguistic accuracy, but also on *task completion, fluency, appropriateness, and interaction.
1. Criteria for Assessment:
- Task Achievement: Was the task goal accomplished?
- Language Use: Was the vocabulary and grammar appropriate and intelligible?
- Fluency and Coherence: Did the learner speak or write with flow and logic?
- Interaction/Collaboration: Did the learner contribute effectively in group tasks?
Types of Assessment:
- Formative Assessment: Ongoing feedback during tasks (e.g., peer or teacher comments).
- Self-Assessment and Reflection: Learners evaluate their own performance using checklists or journals.
- Summative Assessment: Final product or performance is evaluated using rubrics.
Example of a Rubric (for a task-based presentation):

Conclusion
Task-Based Language Teaching represents a shift from traditional grammar-focused methods to a more
pragmatic, communicative, and learner-driven approach. By engaging students in meaningful tasks that mirror
real-life situations, TBLT not only enhances language proficiency but also fosters critical thinking,
collaboration, and autonomy. Its success lies in well-defined tasks, effective implementation, and thoughtful
assessment that values the learner’s ability to use language in authentic contexts. In this way, TBLT prepares
learners not just to learn English—but to live it.

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