It started in 1960s and 1970s as a reaction against the grammar translatrion method and audiolingual method.

Linguists felt students were not learning realistic language. A shift from the structural view of language to the functional view of language Need for communication Appropriate social language, gestures and expressions Richards and Rodgers (1986) described CLT as an approach rather than a method, since it represents a philosophy of teaching that is based on communicative language use.

Hymes

(1971) Wilkins(1976) Widdowson (1978)

The communicative approach is the theory that language is communication. Therefore the final aim of CLT (Communicative Language Teaching) is communicative competence. The focus is on fluency rather than on accuracy
Language

is learned in a social context with interaction from one person to another

 Notional

functional teaching for proficiency Proficiency based interaction Communicative language teaching (CLT)

 Real

life language is used in the classroom Learners learn through using it to communicate Authentic and meaningful communication Fluency is an important dimension of communication not accuracy

Authentic materials are used One function can have many different forms Students need to learn cohesion and coherence Students should be given the opportunity to express their opinions Errors are tolerated to a certain extent Encourage cooperative relationships among students; opportunity to negotiate meaning The social context of the communicative is essential Learning to use language forms appropriately is important Teacher acts as advisor/facilitator Speakers have choices in communication of what to say and how to say it Students should be given opportunities to develop strategies for interpreting language as it is actually used by native speakers

Use of Integrated approach Target language is the only vehicle for classroom communication Student would be an active learner Emphasize use of language in a social context

The teacher has two main roles: To facilitate the communication process in the classroom To act as an independent participant within the learning-teaching group
The

teacher is also expected to act as a resource, an organizer of resources, a motivator, a counselor, a guide, an analyst and a researcher.

 The

classroom should be learner centered The learner is a negociator The learner is an interactor who gives as well as takes The learner can not be only a listener but a speaker, through him or her the class is developed

Since communicative competence is our aim, it is essential that students be given every opportunity to practice communicating. In the communicative classroom teacher talking time (TTT) must be kept to a minimum. This is not to say that the teacher shouldnt speak at all, but TTT should be controlled and appropriate. The classroom should be learner centered.

The teachers role is to facilitate student communication which is done through careful selection of materials and activities relevant to the aims of the lesson in which they are used.

Student centered approach Use of authentic materials in classroom Consider student interest and make the learning meaningful learner is able to acquire fluency Meaningful use of language in social context More exposure to Target Language More authentic opportunities to USE the language Fun and interesting for learners Provides opportunity to use authentic materials

 CLT

approach focuses on fluency but not accuracy The weaker learner who struggle a lot and cannot use target language continuously make mistakes and eventually give up CLT approach is very easy to apply on intermediate and advanced learners but not for beginners

There are many different types of activities. They provide speaking, listening, writing and reading practice as well as aiding production

A few ideas for activity types

Games

Role-plays

Simulations

Information Gaps

 Text

based: practice exercises, reading passages, gap fills, recording Task based: game boards, role play, cards, ,materials for drilling, pair work tasks Realia: magazines, newspaper, fruit and vegetable, animals and maps

 Behaviorism
1. 2. 3. 4. 5.

Language acquisition through external environment Language is seen as a behavior to be taught Habit formation SRRR theory Stimulus, response, reinforcement, repitition

 Cognitivism
1. 2. 3. 4.

Human has innate ability for language acquisition LAD Infotmation processing Mental processing

Behaviorism

Nativism

Interactionism

 Interactionism
1. 2. 3. 4.

Interaction among environment, mind and feeling Language learning occurs through Social interaction within a social environment Interactionism is important in day to day world By theses interactions we make our perceptions about the world

 We

learn the language by interaction and in communicative method the activities are interactive Language learning never takes place in isolation. So, in communicative method interaction is required for meaningful communication

 Social

context and mental process both are involved. Language learning comes through using language communicatively in real life situation Focus is on fluency rather than accuracy Integrated approach Four things influence the language learning process teachers, learners, task and context.