2.

The Communicative Learning Theory

- It was developed by H. G. Widdowson; it says that the goal of language is

communication; he f focused on the communicative acts underlying the ability to use
language for different purposes;
- language is used most effectively to communicate, so language learning is learning
to communicate in “real-life” situations because contextualization is a basic premise;
- David Nunan offers five features to characterise the CCL:
1. an emphasis on learning to communicate through interaction in the target
language;
2. the introduction of authentic texts into the learning situation;
3. the provision of opportunities for learners to focus not only on language but also
on language process itself;
4. the learner's own personal experiences as an important element to classroom
learning;
5. an attempt to link classroom language learning with language activation outside
the classroom;
Swan was one of the methodologists who had a critique to this theory involving the
following reasons: this theory doesn't insist on vocabulary, referential lexis; teaching of
functions and notions cannot replace the teaching of grammar; learners should become
fluent in whatever aspects of language, not only functions, but also skills like:
speaking,understanding, reading and writing.

TYPES OF LEARNING AND TEACHING ACTIVITIES

-The range of exercise types and activities compatible with a communicative approach
is unlimited;
- Functional communication activities include such tasks as learners comparing sets of
pictures and noting similarities and differences; discovering missing features in a map
or picture; following directions;
- Social interaction activities include conversation and discussion session, dialogues and
role plays, simulations, improvisations and debate;
LEARNER ROLES
-The role of learner as negotiator- between the shelf, the learning process, and the
object of learning- emerges from and intracts with the role of joint negotiator wuthin
the group and within the classroom procedures;
- Often there is no text, grammar rules are not presented, students ares expected to
interact primarily with each other rather with the teacher, and correction of errors may
be absent;
TEACHER ROLES
The teacher has two main roles: the first role is to facilitate communication process
between all participants; the second role is to act as an independent participant within
the learning-teaching group; and the third role for the teacher is that of researcher and
learner;
- There are three kinds of materials currently used in CLT: text- based, task- based and
realia.