CLT

(COMUNICATIVE
LANGUAGE
TEACHING)

BACKGROUND
During the 60s British applied linguists

began to consider a fundamental

dimension of language that was
inadequately addressed in approaches
to language teaching at that time - the
functional and communicative potential
of language.
They saw the need to focus in language
teaching on communicative proficiency
rather than on mere mastery of
structures.

BACKGROUND
One of the linguists that had more

influence in the CLT development was

Wilkins.
Wilkins's contribution was an analysis
of the communicative meanings that a
language learner needs to understand
and express.
Rather than describe the language
through grammar and vocabulary, he
demonstrated the systems of
meanings that lay behind the

BACKGROUND
Wilkins described two types of
meanings:
notional categories (concepts such
as time, sequence, quantity, location,
frequency)
and categories of communicative
function (requests, denials, offers,
complaints).

BACKGROUND
This ideas were quicly appied by

textbook writers and accepted by

British language teaching specialists,
curriculum development centers, and
even governments.
This gave prominence nationally and
internationally to what is referred to
Communicative Language Teaching or
Communicative Approach.

BACKGROUND
Both American and British proponents
see it as an approach (and not a
method) that aims to
a) make communicative competence
the goal of language teaching and
b) develop procedures for the teaching
of the four language skills that
acknowledge the interdependence of
language and communication.

BACKGROUND
Its comprehensiveness thus makes it

different in scope and status from any

of the other approaches or methods
discussed in this book.
Widely used.
Main advocates and autors: Hymes,
Halliday, Sauvignon and Richards.

APPROACH

THEORY OF LANGUAGE
Starts from a theory of language as

communication.
The goal of language teaching is to
develop what Hymes (1972) referred
to as "communicative competence

THEORY OF LANGUAGE
Hymes's theory of communicative

competence was a definition of what a

speaker needs to know in order to be
communicatively competent in a
speech community.
In Hymes's view, a person who
acquires communicative competence
acquires both knowledge and
ability for language use to perform
different kinds of functions..

THEORY OF LANGUAGE
Canale and Swain identify four
dimensions of communicative
competence:
Grammatical competence
Sociolinguistic competence
Discourse competence
Strategic competence

What do you think

these mean?

THEORY OF LANGUAGE
Grammatical competence:

grammatical and lexical capacity.

Sociolinguistic competence:

understanding the social context in

which communication takes place,
including role relationships and the
communicative purpose for their
interaction.

THEORY OF LANGUAGE
Discourse competence: the

interpretation of individual message

elements in terms of their
interconnectedness and of how
meaning is represented in relationship
to the entire discourse or text
Strategic competence: the
strategies that communicators employ
to initiate, terminate, maintain, repair,
and redirect communication.

THEORY OF LANGUAGE
Some of the characteristics of this

communicative view of language:

1.Language is a system for the
expression of meaning.
2.The primary function of language is for
interaction and communication.
3.The structure of language reflects its
functional and communicative uses.

THEORY OF LANGUAGE
1.The primary units of language are not
merely its grammatical and structural
features, but categories of functional
and communicative meaning.

THEORY OF LEARNING
CLT doesnt follow a specific theory
of learning, but is based in some
principles that are present in its
practice.

THEORY OF LEARNING
The communication principle:

Activities that involve real

communication promote learning.
The task principle: Activities in which
language is used for carrying out
meaningful tasks promote learning.
The meaningfulness principle:
Language that is meaningful to the
learner supports the learning process.

THEORY OF LEARNING
Learning activities are consequently

selected according to how well they

engage the learner in meaningful and
authentic language use (rather than
merely mechanical practice of
language patterns).

DESIGN

OBJECTIVES
Piepho (1981) discusses the following

levels of objectives in a
communicative approach:
1.An integrative and content level
(language as a means of expression)
2.A linguistic and instrumental level
(language as an object of learning)

OBJECTIVES
3. An affective level of interpersonal
relationships and conduct (language
as a means of expressing values and
judgments about oneself and others)
4.A level of individual learning needs
(remedial learning based on error
analysis);
5.A general educational level o f extralinguistic goals (language learning
within the school curriculum).

SYLLABUS
Includes descriptions of the

objectives,
The situations in which they might
typically need to use a foreign
language (e.g., travel, business),
The topics they might need to talk
about (e.g., person al identification,
education, shopping),

SYLLABUS
The functions they needed language

for (e.g., describing something,

requesting information, expressing
agreement and disagreement),
The notions made use of in
communication (e.g., time, frequency,
duration),
The vocabulary and grammar needed.

TYPES OF LEARNING AND

TEACHING ACTIVITIES
The range of exercise types and
activities compatible with a
communicative approach is unlimited,
as long as they are:
Activities that enable learners to attain
the communicative objectives of the
curriculum,
Activities that engage learners in
communication, and require the use of
such communicative processes as
information sharing, negotiation of

TYPES OF LEARNING AND

TEACHING ACTIVITIES
Classroom activities that are designed

to focus on completing tasks that are

mediated through language or involve
negotiation of information and
information sharing.

TEACHERS ROLES
Facilitator of the communication

process between all students and

between the students and the various
activities and texts.
Needs analyst,
Counselor
Group process manager

THE ROLE OF INSTRUCTIONAL

MATERIALS
CLT views materials as a way of

influencing the quality of classroom

interaction and language use.
Materials thus have the primary role of
promoting communicative language
use.
3 kinds of materials currently used in
CLT:
o text-based
o task-based

THE ROLE OF INSTRUCTIONAL

MATERIALS
CLT views materials as a way of

influencing the quality of classroom

interaction and language use.
Materials thus have the primary role of
promoting communicative language
use.
3 kinds of materials currently used in
CLT:
o Text-based: textbooks, workbooks
o Task-based: games, role plays,

PROCEDURE

PROCEDURE
New teaching points are introduced

with dialogues,
Grammatical items are isolated for
controlled practice
Pair and group work is suggested to
encourage students to use and practice
functions and forms.
Then students engage on freer practice
activities, such as a role play or
improvisation.

PROCEDURE