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ENGLISH LANGUAGE The Communicative Approach
TEACHING
METHODOLOGY
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 Definition:
- also known as Communicative Language Teaching (CLT).
- It focuses on interaction as both the means and the ultimate
goal of learning a language.
- Rather than just learning grammatical rules or vocabulary
words, students learn the language through real-life
communication.
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- It is based on the communicative competence which stresses the
knowledge of √ grammatical rules, vocabulary as well as √
sociolinguistic rules of use.
 Communicative competence involves being able to use the
language appropriate to a given social context. This entails that
students know the linguistic form, meanings and functions. They
must also be able to manage the process of negotiating meaning
with their interlocutors.
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to Language Teaching
- CLT stems from a shift from a more traditional, grammar-based
approach to a more interactive, communication-focused
approach.
- It involves using the language in realistic contexts and learning
through the process of communication.
- It emphasizes real, meaningful communications rather than
topics and situations which are artificial and remote from
students' lives.
- When we communicate, we use language to accomplish some functions, such as
arguing, explaining, persuading, or requesting. Moreover, we carry out these
functions within a social context.
- In fact, the social context greatly influences the way people interact. For example,
a speaker may be more direct in arguing with his friend than with his employer.
- It would be insufficient for learners to have knowledge of target language forms,
meanings, and functions. They must be able to apply this knowledge in
negotiating meaning (i.e. the interaction between the speaker and the listener
(or reader and writer) continues until that meaning becomes clear).
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Language Functions include:

 Purpose:
Requesting:
- Enabling students to be communicatively competent. "Could you please pass
me the book?"
- Making the language as practical and applicable as
Giving and Seeking
possible in real-world scenarios.
Advice:
"What do you think I
 Content of Teaching: should do in this
situation?"
o Functional Language (i.e., the tools needed for Describing:
"She has long, curly hair
communicating effectively in various situations). and blue eyes."
o This includes expressions, phrases, and language functions
Giving Directions:
used in everyday communication. "Go straight ahead, and then turn left at the traffic light."
Expressing Likes and Offering and Accepting:
Dislikes: "Would you like some
"I really enjoy watching coffee?" or "Yes, please.
movies, but I don't like I'd love some."
horror films."
Agreeing and Disagreeing: Suggesting:
"I agree with you; the "Why don't we go out for
movie was excellent." dinner tonight?"
Apologizing and Expressing Preferences:
Accepting Apologies: "I prefer studying in a
"I'm sorry I was late" or quiet environment."
"That's okay, I accept
your apology."

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The basic principles of the CLT: The basic principles of the CLT:
 Interaction is both the means and the ultimate goal of learning a language.  Characteristics of the teaching-learning process:

 The teacher is a facilitator of his students’ learning:  Everything is done with a communicative intent.

- He is a manager of classroom activities and an establisher of situations  Activities should be fully communicative:
likely to promote communication. He acts as an advisor, answers
students’ questions and monitors their performance. - In order for the activities to be truly communicative, the should have three
features:
 Students are, above all , communicators. They are actively engaged in
negotiating meaning – in trying to make themselves understood. Information Gap
Choice
Feedback

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The basic principles of the CLT: The basic principles of the CLT:

Information Gap Choice

An information gap exists when one person knows something In communication, the speaker has a choice of what he will say
that the other person doesn’t. and how he will say it.

For example: If we both knew today is Saturday and I ask For example: If the exercise is tightly controlled so that students
you, "What is today?" and you answer, "Saturday", our can only say something in one way, the speaker has no
exchange is not really communicative. choice and the exchange, therefore, is not communicative.

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The basic principles of the CLT: The basic principles of the CLT:
 The teacher is the initiator of activities:
Feedback
Sometimes he is a co-communicator and more often he
Feedback refers to the speaker's evaluation whether or not his purpose
establishes situations that prompt communication between
has been achieved based upon the information he receives from the
listener. and among the students.

For example: If the listener does not have the opportunity to provide the  Language functions are emphasized over forms. They learn
speaker with such feedback, the exchange is not really
about cohesion and coherence.
communicative. The use of authentic materials is basic in
communication.

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The basic principles of the CLT: The basic principles of the CLT:
 Skills are integrated from the beginning:  Students are often engaged in role-play or dramatization to
Students work on all four skills; a given activity might involve adjust their use of the target language to different social
reading, speaking, listening, and perhaps also writing. contexts.

 Communication occurs through negotiation between the speaker
and the listener and in written texts between the reader and the
writer.
 Students regularly work in groups or pairs to transfer meaning in
situations where one person has information that the other(s) lacks.
 Classroom materials and activities are often authentic to reflect
real-life situations.
 Learners’ mother tongue has no role and the target language
should be used not only in the activities but also in explaining
the activities to the students.

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The basic principles of the CLT: Techniques used in CLT:

 Both accuracy and fluency are evaluated.  The
The student who has the most control of the structures and
vocabulary may not always be the best communicator.
 The teacher should be able to use the target language fluently
and appropriately.
 Errors of form are tolerated and are seen as a natural outcome
to the development of communication skills.
use of authentic materials:
- CLT involves the use of real-life materials and authentic
language resources to expose students to genuine
language use.
- They bring real-life language into the classroom,
enriching SS’ language learning & expanding cultural
awareness.

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Techniques used in CLT: Techniques used in CLT:

Examples:
Newspaper Articles: A recent
news article on global events.
Podcasts: A podcast episode
discussing cultural trends.
Song Lyrics: Lyrics from a
popular song, exploring
language in context.
Authentic Emails: Genuine emails on various topics, illustrating formal and informal
communication styles.
Movie Scripts: Dialogues from a Social Media Posts: from  Pair & Group Work:
film, showcasing slang platforms like Instagram,
language. reflecting informal language
o Students work in pairs or in small groups to engage in language
use.
Travel Brochures: Information Interview Transcripts: activities, promoting communication.
from a travel brochure, Transcripts of real interviews,
introducing functional language offering insights into
o Example: Conversations between students, acting out scenarios like
for tourism. conversational language.
Menus: from real restaurants, Online Articles: from reputable buying tickets or ordering food.
providing practical vocabulary websites, exposing learners to
for ordering food. diverse writing styles.

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Techniques used in CLT: Techniques used in CLT:

 Role-Playing:  Simulations:

o Students assume specific roles and engage in simulated real-life o Activities that replicate real-world situations to encourage language
situations. use in context.

o Example: Role-playing job interviews, where one student is the o Example: Simulating a travel agency scenario, with students playing
interviewer, and the other is the job applicant. the roles of travel agents and clients to plan a trip.

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Techniques used in CLT: Techniques used in CLT:

 Task-Based Teaching:  Jigsaw Activities:

o Designing lessons around tasks that require language use for o Each student becomes an expert on a part of a topic, then shares
completion. their knowledge with classmates.

o Example: Students planning a hypothetical trip, researching o Example: Each student researches a different aspect of a historical
destinations, and presenting their travel plans to the class. event, then presents their findings to create a comprehensive
understanding.

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Techniques used in CLT: Techniques used in CLT:

 Information Sharing:  Scrambled Sentences:

o Students share information with peers, encouraging communication
and comprehension.
o Example: Each student researches a different country, then shares
facts and cultural insights in a class presentation.
o The students are given a passage in which sentences are in a
scrambled order. It could be a passage they have worked with, and
they are told to unscramble the sentences so that they are restored to
their original order.
o This exercise teaches students about cohesion and coherence
features of language.

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Techniques used in CLT: Advantages of the CLT:

 1. It mirrors real-life situations, allowing learners to practice language in
 Interactive Games:
contexts they might encounter in the target language-speaking

o Incorporating games that require language use, making learning environment.

enjoyable and engaging.

 2. Students are more motivated to participate in activities that are

o Example: Vocabulary bingo, where students use words in sentences relevant to their interests and that have real-world applications.

or answer questions to mark off their bingo cards.

 3. Instead of memorizing isolated vocabulary and grammar rules,
students learn in context, making the language more meaningful.

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Advantages of the CLT: Limitations of the CLT:

 4. Teachers can adapt CLT activities to suit the needs and interests of
 CLT's emphasis on communication may lead to insufficient attention
their students.
to grammar rules and structures. Some argue that a lack of explicit
o If a class is particularly interested in technology, the teacher might incorporate
grammar instruction may result in students making persistent errors.
language learning through online discussions, blogs, or collaborative web projects.

 CLT activities, particularly those involving group discussions or

 5. Through CLT, students gain practical communication skills that can be
applied in real-world situations, such as job interviews, travel, or social projects, can be time-consuming and teachers might find it

interactions in the target language. challenging to cover necessary language content adequately.

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Limitations of the CLT:

 CLT often involves discussing topics related to culture, and

teachers must be sensitive to the diverse backgrounds of
students. Certain cultural topics may be uncomfortable or
inappropriate for some learners.

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