COMMUNICATIVE LANGUAGE TEACHING (CLT)

By group 3
1.Aminah
2.Nadia izzati
3.Riri al gafar
 BACKGROUND

• The origins of Communicative Language Teaching (CLT) are found in the changes
in the British language teaching tradition in the late 1960s.

Situational Language Teaching There was a need in Europe to

British applied linguists rejected
(SLT) teach adults

The work of the Council of Europe,

The Council of Europe incorporated
the writings of Wilkin’s,
Wilkin’s semantic/communicative In 1972, D. A. Wilkins proposed a
Widdowson, Candlin, Brumfit,
analysis into a set of specifications functional or communicative
Keith Johnson, and other British
for a first-level communicative syllabus for language teaching
applied linguists on the theoretical language syllabus.
basis for a communicative
•Communicative Approach aims to: make communicative competence the
goal of language teaching, and develop procedures for the teaching of
the four language skills that acknowledge the interdependence of language
and communication.
•There are two version of the CLT:

The weak The strong

version version
 APPROACH

THEORY OF LANGUAGE

Language as
communication
 HYMES’S VIEW
1. Whether
Knowledge
2. Whether
something is formally and language something is
possible use respond convenient
to

3. Whether 4. Whether
something is something is in
appropriate in fact done,
relation to a actually
context in which performed, and
it is used what its doing
entails
 7 BASIC FUNCTIONS THAT LANGUAGE PERFORMS FOR CHILDREN LEARNING
THEIR FIRST LANGUAGE

4. Personal function: 7. Representational

1. Instrumental function: using language
using language to
function: using language to communicate
express personal feelings
to get things information
and meanings

2. Regulatory function: 5. Heuristic function:

using language to control using language to learn
the behavior of others and to discover

3. Interactional
6. Imaginative function:
function: using language
to create interaction with using language to create
others a world of the imagination
At the level of language theory, CLT has a rich theoretical
base. Some of the characteristics of this communicative
view of language follow:
language is a system for the expression of meaning

the primary goal of language is to allow interaction and

communication

the structure of language reflects its functional and communicative

uses

the primary units of language are categories of functional and

communicative meanings
 THEORY OF LEARNING

• Influent Elements of an underlying learning theory can be discerned in some CLT

practices as follows:

the communication
the task principle
principle

the meaningfulness
principle
• learning activities are selected based on how well they engage the learner in
meaningful and authentic language use
• Savignon (1983) surveys L2 acquisition research as a source for learning theories
and considers the role of linguistic, social, cognitive, and individual variables in
language acquisition.
 Objectives

An affective level of
An integrative and A linguistic and interpersonal
content level) instrumental level relationships and
conduct

A general educational
A level of individual
level of extra-
learning needs
linguistic goals
Syllabus
Discussions of the nature
Semantic grammatical categories (wilkins, 1976)

The Council of Europe expanded and developed this into a syllabus that
included the following:
- description of the objectives of FL courses (travel, business),
- topic they might need to talk about (education, shopping),
- functions they needed language for (requesting information, expressing
agreement & disagreement),
- the notions made use of in communication (time, frequency, duration)
- vocabulary and grammar needed.
 Learning
activities

Littlewood (1981)
Functional communication
activities
Social interaction activities
 The roles

Learners’ Teacher’s
negotiator
Roles Roles
 facilitate the communication process
Act as independent participant
Need analyst
Counselor
Group process manager

Materials
 text-based materials
Task-based materials
realia
 Procedure

presentation Oral production Copying of the

activities dialogue

Oral recognition, Sampling of the

Oral practice interpretative written homework
activities assignment

Question and Learner discover Evaluation of

answers based on pf generalization learning
dialogue

Question and Study one of the

answers based on basic
students’ personal communicative
experiences expression
CONCLUSIONS
THANK YOU