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Communicative Language Teaching (CLT)

The document discusses Communicative Language Teaching (CLT) and its key aspects. CLT focuses on developing students' communicative competence through prioritizing meaningful communication. The teacher acts as a facilitator, while students are actively engaged in negotiating meaning. A variety of techniques are used, including authentic materials, games, role plays and picture stories, to provide communicative practice in realistic social contexts. The goal is for students to be able to use language appropriately for different functions. Evaluation assesses students' accuracy and fluency in integrated, communicative tests.

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Anisa Maysaroh
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242 views15 pages

Communicative Language Teaching (CLT)

The document discusses Communicative Language Teaching (CLT) and its key aspects. CLT focuses on developing students' communicative competence through prioritizing meaningful communication. The teacher acts as a facilitator, while students are actively engaged in negotiating meaning. A variety of techniques are used, including authentic materials, games, role plays and picture stories, to provide communicative practice in realistic social contexts. The goal is for students to be able to use language appropriately for different functions. Evaluation assesses students' accuracy and fluency in integrated, communicative tests.

Uploaded by

Anisa Maysaroh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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COMMUNICATIVE LANGUAGE

TEACHING (CLT)
IAIN SURAKARTA
Learning and Language Theory
 Learning Theory: Little is known about the
learning theory of “The Communicative
Approach". Activities that involve real
communication promote learning. Language
that is meaningful to the learner supports the
learning process.
 Language Theory : Language is for
communication. The goal of language
teaching is to develop "communicative
competence". Using the language
appropriately in social contexts is important
and communicative competence should be
acquired.
What is language according to the
Communicative Approach?
 A) Language is a system for expression of
meaning.
 B) The primary function of language is for
interaction and communication.
 C) The structure of language reflects its
functional and communicative uses.
 D) The primary units of language are not
merely its grammatical and structural
features, but categories of functional and
communicative meaning as exemplified in
discourse.
Teacher and students’ role
 Teacher's Role: The teacher is a facilitator of
his/her students' learning. He/she is a
manager of classroom activities. He/she acts
as an advisor and monitors students'
performance.
 Students' Role: Students are
communicators. They are engaged in
negotiating meaning actively. Students are
responsible are responsible managers of their
own learning.
Role of L1
 Role of L1: Students' L1 has no particular
role in the Communicative Approach. L2
should be used during not only activities, but
also when the teacher is giving explanations,
instructions, and homework. Students should
see L2 as a tool for communication, not a
subject to study.
Evaluation
 The teacher evaluates students' accuracy and
fluency. The teacher may give communicative
tests, which are integrative tests and which
have real communicative function. The
teacher may tell students to write a letter to a
friend to test their writing skill. Improvisation
of a situation orally can also be a means of
evaluation of the students' oral performance.
Goals and Objectives
 To make students communicatively competent
(i.e., being able to use the target language
appropriately in a given context). For this
reason, students need knowledge of linguistic
forms, meanings, and functions. Students
must know that many different forms can be
used to perform a function, and one single
form can serve a variety of functions.
Students should be able to choose the most
appropriate form for a specific function.
Techniques and Materials on CLT
 Authentic Materials
 Scrambled Sentences
 Language Games
 Picture Strip Story
 Role Play
Authentic Materials
 To overcome the typical problem that student
cannot transfer what they learn in classroom
to the outside world and to expose students to
natural language in a variety of situation. In
CLT language materials authentic to native
speakers of target language are used.
Genuine materials from newspapers,
magazines, videos from real English TV
channels. Those are for intermediate level.
While for beginners, it is better for using realia
that do not contain a lot of language like
menus, time tables, etc.
Scrambled Sentences
 The students are given a passage (a text) in
which the sentence are in a scrambled order.
They are told to unscrambled the sentence so
that the sentences are restored to their
original order. This type of exercise is about
cohesion and coherence. Students might also
be asked to unscrambled the lines of mixed-
up dialog. Or they might be asked to put the
pictures of picture strip story in order and
write lines to accompany pictures.
Language Games
 Games are used frequently in CLT. They give
students valuable communicative practice in
target language. Like the use of card games in
the form of information gap. Or other games
which expose the students to have practice in
real communication.
Picture Strip Story
 Many activities can be done with picture strip
stories. In this activity student in a small
group was given a strip of story. She showed
the first picture of the story to the other
members of her group and asked them to
predict what the second picture would look
like. An information gap existed-the student
in the group did not know what the picture
contained.
Role Play
 this technique provides the opportunity to
practise the target language in various social
contexts. If the role plays is unprepared
improvisation it also provides genuine
communication (i.e., information gap - natural
unpredictability of what each participant will
say to each other).
Students' Feelings
 Students' motivation is important. Students
should feel that they are learning something
useful for their lives. Students' security is
enhanced by many opportunities for co-
operative interactions with their fellow
students and the teacher. The teacher gives
students an opportunity to express ideas and
opinions on a regular basis so that students
integrate the target language with their own
personality. Thus, they feel more secure about
using the target language. Games, dramas
and other enjoyable activities are used to
make classroom atmosphere better, more
friendly and relaxing.
Thank you

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