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Research on Language and Learning: Implications for Language Teaching

International Journal of English Studies, 2004

Taking into account several limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development.

An Analysis Communicative Language Teaching

JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA

The title of this Independent Research is An analysis of communicative language teaching .The analysis that is carried out is focused only on the communication approach to students or pupils with various methods that will be given. The goal of Communicative Language Teaching is to have one’s students become communicatively competent. While this has been the stated goal of many of the other methods in the communicative approach the notion of what it takes to be communicatively competent is much expanded. Adherents of the communicative approach, which we will consider in this Analysis acknowledge that structures and vocabulary are important. However they feel that preparation for communication will be inadequate if only these are taught. Students may know the rules of language usage, but will be unable to use the language. When we communicate, we use the language to accomplish some function, such arguing, persuading, or promising. More over, we carry out these functions within ...

issues on communicative Language Teaching

Like many other methodologies used in the field of teaching, communicative language teaching is an approach to language teaching which deserves to be written about, that is, there is more to it than what many people regard it to be, due to the role it plays in current teaching situations. The author decided to write about it not only because of the role it plays, but also its effectiveness in the course of language teaching. It is found that CLT have a set of effective teaching techniques and provides teachers with good teaching principles and practices, the clear example of that is the joint of the three practices whichRICHARDS, Jacks C. (2006: 17) discusses, saying that the exercise sequences in many CLT course books take students from mechanical, to meaningful, to communicative practice. Moreover, CLT fosters studentsʼ communicative competence, by so doing; students are able to use the target language in their daily life contexts. Finally this approach is very helpful to language teachers as to how they should treat students' errors and mistakes, because it is one of its principles that stresses that if students commit errors or mistakes, the teacher should see it as a way of learning and not dare to be the model for correct speech and writing, and regarding themselves as the primary responsible of making students produce a plenty of error-free sentences. RICHARDS, Jacks C. (2006:5) states.

Communicative Language Teaching: Implications for the Communicative Classroom

2017

A linguistically informed teacher about views of language can either adopt structuralist or functionalist approach to successfully teach language in his/her classroom. The Communicative Language Teaching is aimed at attracting second language learners to purposeful classroom activities in which learners use and reproduce language as it is practiced in real communication beyond the classroom in meaningful situations. To achieve this, a linguistically well-informed language teacher needs to focus on his role as a facilitator, an interdependent member of the classroom, a needs analyst, a counsellor, and a group activity manager. In addition, the teacher needs to remember that in communicative classroom students negotiate (for meaning) between themselves in their own ways in the classroom communications. Therefore, a linguistically well-informed teacher needs to consider what classroom activities he needs to pick up to achieve the ultimate goal of the CLT, which is the communicative com...

A linguistic perspective on communicative language teaching

Language Learning Journal, 2012

Despite a range of criticism communicative language teaching (CLT) has been broadly accepted as the appropriate approach to language teaching. This paper argues that large shifts in language pedagogy firstly from ‘structure’ to ‘meaning’ and more recently from progressivism to critical pedagogy need to be tempered bya restatement of the importance of linguistics to language teaching. Ten characteristics of CLT are presented and then explored from a linguistic point of view. Throughout, explicit connections are made between cutting-edge linguistic research and questions of language pedagogy within the CLT paradigm. The conclusion is a call for a renewed focus on the understanding of language for language teaching expertise.

Communicative Language Teaching: A Modified Version

2011

The study aims at providing solutions for implementing Communicative Language Teaching (CLT) in accordance with local culture. CLT is the first comprehensive method of language learning and it has achieved enormous importance as it addresses all important issues regarding language learning. It has also been criticized by many researchers for paying insufficient attention to the context in which teaching and learning take place. It is considered unsuccessful in a sense that it conflicts with social, cultural and physical conditions of the recipient countries. Despite all the drawbacks in CLT, its importance can not be denied. With expansion of globalization and increased demand of English, adopting communicative language teaching is inevitable. Its prominence is well observed not only in East Asia but also in South Asia. The need of the hour is to particularize its theoretical notions and the most important aspect of teaching is peculiarity. This peculiarity can be achieved by introd...

COMMUNICATIVE LANGUAGE TEACHING: MANAGING THE LEARNING PROCESS

International Journal of Multilingual Education, by Mariya Olkhovych-Novosadyuk, 2013

The article deals with the issues of the nature of communicative language teaching. Changing views on the nature of language and learning in relation to theories, objectives, syllabus, classroom activities and the roles of learners, teachers and material which led to the emergence of communicative language teaching are analyzed. Methodology as a communicative process is investigated as well as communicative abilities of interpretation, expression and negotiation. The roles of the teacher and the learners within a communicative methodology are identified. Moreover, the concept of learnercenteredness is analyzed within the learning process domain. A learner-centered curriculum has been compared with the traditional one pointing out similarities and differences between them. It is argued that communicative language teaching has had a major influence on language curriculum development. Therefore, curriculum decision-making in high-structure and low-structure contexts at the planning, implementation and evaluation stages is outlined in this paper. One of the main issues to be considered within curriculum content is needs analysis which provides a basis for setting goals and objectives. Hence, the salient characteristics of the three approaches to needs analysis are presented according to their educational rationale, the type of information collected, the method and the purposes of data collection.

Communicative Language Teaching: Students' Understanding and Practices

The pivotal concept in learning a foreign language is to communicate in the target language. English has been studied as a compulsory subject in Saudi Arabia to keep abreast with the international developments. Students need English for higher studies and work. Universities in Saudi Arabia have introduced activity based syllabus to equip the students with communicative competence. In this study an effort has been made to understand the students' beliefs about English language learning, specifically about CLT, and teaching practices at school level. A 48-item questionnaire was adapted (Savignon & Wang, 2003 pp.241-247) to gather the data from the students enrolled in the first year at the university. Though they are motivated and want to be confident speakers of English language but they are confused between the traditional way of learning and CLT approach. Their trend is towards CLT activities in the classroom but their beliefs and practices reflect a traditional approach at the same time. They confront a different situation at university and feel embarrassed when they have to communicate with teachers in English. They have an activity based syllabus focusing on communication but it is exploited in traditional method stressing upon grammar and use of L1 in the classroom. Findings suggest a mismatch between students' needs and beliefs and English language teaching practices, syllabuses and its exploitation, assessment, etc. There is a need to train the English language teachers at school level to adopt modern techniques to make their students confident in using English in their higher studies and social set up. 1. Introduction Communicative language teaching (CLT) was introduced in reaction to traditional methods in teaching English in 1970s. Initially it was designed and applied in ESL contexts by experts mainly from Britain. The basic theoretical concept in CLT is communicative competence. The purpose was to use language for different purposes and functions according to the setting and the participants. The teachers used a skill-based, discovery-oriented, collaborative approach to education (Holliday, 1994) in small classes through group and pair work. Teachers designed a wide range of activities based on interaction between learners rather than individualistic approaches to learning (Richards, 2006) and adopted specific methodologies like task-based teaching. After going through certain developmental phases, now CLT is considered as a set of principles about language teaching and learning. The core principles of CLT may be applied in different ways to create a communicative learning environment in the classroom. In a traditional classroom, a teacher is dependent on the textbook material and on the other hand students usually memorize and reproduce information. This creates a passive way of learning. On the other hand, in a CLT based classroom, the focus is on communication and interaction between teacher and students and among students. Students being independent learners participate actively in classroom activities actively. Learners come up with their own language expressions by exchanging ideas and opinions with each other. They help each other and learn from each other. In 1980 Breen and Candlin describe the learner's role within CLT in the following terms, " the

Developing Communicative Competence in Language Teaching

2017

Learning a language needs to advocate any kinds of language teaching areas which focuse on how language is developed. One way to do this is to find out a suitable teaching methodology in facilitating the learners to learn the language. As such, this article stresses a subtancial point of methodology to achieve the goal of developing learner’s communicative competence. It refers to process-based methodology since it shares as a common starting point a focus on creating classroom processes that is believed to best facilitate language learning. This metodology is Communicative Language Teaching regarded as developing from a focus on classroom processes and engaging learners in communicative practice. In the area of communicative competence developed, it includes the aspects of language knowledge such as knowing how to use the language for different purposes, how to maintain the language use strategies, how to set the language in formal or informal situation and how to use different typ...

Communicative language teaching: The learner's view

RELC regional seminar, Singapore, 1986

Several studies of the differences in teacher and learner perceptions of the usefulness of certain teaching techniques and activities reveal clear mismatches between learners' and teachers' views of language learning. The differences seem to be due to the sociocultural background and previous learning experiences of the learners and the influence on teachers of recent theory in communicative language learning and teaching, and they are likely to influence the effectiveness of teaching strategies. It is the responsibility of the teacher to teach not only the language but also how to be a languLge learner, which includes convincing learners of the value of communicative classroom activities such as role playing and problem solving, through explanation, discussion, and demonstration. It is only through sensitivity to the learners and their perception of the learning process, along with a willingness to consult and negotiate, that curriculum innovations are likely to be effective. (MSE)

THE USE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)

English language is like a key in expanding all the knowledge in all around the world. Being capable in using English will open the wider opportunities in expanding knowledge. Due to the importance and necessity of English, in recent decades study about EFL have shifted from traditional grammar-based teaching method (Teacher-Oriented) to communicative-focused instruction (Student-Oriented). This study explores the understandings of English Lecturers in adopting a Communicative Language Teaching (CLT) approach into their classrooms. This qualitative study investigated the perceptions of English lecturers in English Department Muhammadiyah University of Jakarta and a case study approach was applied in order to explore lecturers’ understandings of CLT. 4 English lecturers were interviewed using semi-structured interviews. The findings described the factors that affected the implementation of CLT in the language learning related to lectures’ factors include: misconceptions of CLT, English proficiency, and lack of CLT training. The study also provides a range of practical recommendations for the English lectures to improve the implementation of CLT and to help ensure the success in implementing this approach in English language teaching and learning in classroom. Keywords: CLT, Language Learning and Teaching, EFL

A Critical Overview of Communicative Language Teaching

In this paper, an introduction to various English language teaching methods is presented atthe outset. Some prominent definitions of Communicative Language Teaching are mentioned along with the origin, theoretical background and major characteristic features.

COMMUNICATIVE LANGUAGE TEACHING

This paper focuses on the idea of an effective communication between teacher and students aiming to prove that classroom activities maximize opportunities for learners to use target language in a communicative way for meaningful activities. The emphasis lies on meaning (messages they are creating or tasks they are completing) rather than form (correctness of language and language structure).

Developing a Context-sensitive Pedagogy for Communication-oriented Language Teaching

Littlewood, W. (2013). Developing a context-sensitive pedagogy for communication-oriented language teaching. English Teaching, 68(3), 3-25. When communicative language teaching (CLT) was first developed in the 1970s, it was widely seen as the definitive response to the shortcomings of previous approaches and the communication needs of a globalized world. As such, it was exported enthusiastically over the world as a ready-to-use package of ideas and techniques. From the outset, however, there was no clear consensus about its nature, and teachers expe꺼enced di에culty in defining and implementing it. There is now a widespread view that teachers need to adapt CLT to suit specific contexts. CLT cannot now be defined in terms of precise characteristics but seπes rather as an umbrella term for approaches that aim to develop communicative competence through personally meaningful learning experiences. In this spirit, we should aim to develop principles which help each teacher to develop a form of communication-oriented language teaching (COLT) suited to his or her own specific context.

Communicative Language Teaching (CLT)

The TESOL Encyclopedia of English Language Teaching, 2018

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners' communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

Examining Communicative Language Teaching

This paper will examine Communicative Language Teaching (CLT) and how communication, and training discourse skills, is paramount when acquiring a new language. We will examine if training meta-language skills indirectly through communication is more conductive to language teaching than traditional methods where grammar, and other organizational aspects of language, are taught directly through rule memorization and rote learning. We will cover what CLT is, how it works, and how, in this authors opinion, CLT can be implemented in a foreign language classroom.

Communicative Language Teaching: Possibilities and Problems

This paper investigates the teaching of English at undergraduate colleges in the state of Andhra Pradesh, India in the backdrop of Andhra Pradesh English Lecturers' Retraining Program. The program was jointly sponsored and conducted by the Directorate of Collegiate Education, Government of AP and the US State Department English Language Fellow Program. The main aim of the program was to update the teaching skills of English teachers of undergraduate colleges in the State. The program trained teachers to adopt Communicative Language Teaching (CLT) principles so as to enhance English language skills of their students. The paper attempts to identify the possibilities and problems in the implementation of CLT principles and techniques in these colleges. The results indicate that teachers should follow more learner centered ways in their teaching of English.