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The communicative language teaching method is a method of instructing English as a foreign language, it places a strong emphasis on communication as the primary objective of language learning. In CLT, the focus is on developing communicative competence, this means that language is learned through communication, using it to express and understand the meaning in real-life situations.
The method places a strong emphasis on the effective use of real resources and exercises which are appropriate to the requirements and desires of the students. Additionally, it promotes the execution of collaborative and pair assignments so that students can strengthen their abilities to communicate in a fun and engaging setting.
The position of the instructor in CLT serves as a guide, encouraging a collaborative and active atmosphere while also giving learners input on how they are using language. The methodology is predicated on the idea that language acquisition occurs naturally via dialogue, which the instructor may promote.
The strategy for teaching communicative language is based on a few key principles:
CLT's primary purpose is to promote communication. CLT's major goal is to improve student’s abilities to communicate in the intended language so that they can utilise it well in everyday contexts.
Instead of only focusing on using proper syntax and terminologies, CLT places an immense focus on effective interaction that involves the sharing of thoughts and data.
With Communicative Learning Teaching, learners are the focus of attention, and they are forced to participate actively in their education. Instead of serving as the ultimate source of information, instructors serve as facilitators.
Instead of having students memorize language grammatical rules and vocabulary, CLT helps them learn the language in context by using real-world examples and accurate materials.
CLT encourages engaging tasks so that students can develop their abilities to communicate in an easy and secure environment.
The main goal of CLT is to correct mistakes while maintaining the natural pace of communication. Once a conversation has occurred, trainers give comments on faults and assist learners in self-correcting.
CLT is a method of learning a language that places a strong emphasis on the improvement of the ability to communicate. The following are a few of the vital skills that CLT emphasizes:
Speaking: CLT attempts to improve students' capacity to speak by giving them chances to utilise words in authentic contexts. Gaming, making discussions, and verbal practice in pairs or teams are all part of it.
Listening: CLT places a strong emphasis on the acquisition of listening skills by introducing students to real-world conversations and giving students the chance to pay attention and respond to colleagues.
Reading: CLT promotes the formation of skills in reading through the use of real content, including documents, internet pages, and stories on the news, and by giving students the chance to read and debating materials.
Writing: CLT aims to enhance students' writing abilities by giving them the chance to compose in authentic contexts, that includes email messages, letters, or reports, and by giving them input regarding their work.
Communicative language teaching involves students’ critical thinking in such tasks which require reasoning, making choices and assessment, CLT supports the development of intellectual abilities in its students. Additionally, it emphasises the need to comprehend and respect different cultural backgrounds and encourages students to build up cross-cultural interaction abilities. It gives students the chance to collaborate in either pairs or groups, fostering cooperation skills and the ability to acquire knowledge from one another.
Learners actively participate in the process of language acquisition through communicative language teaching (CLT). The method emphasizes the value of interpersonal interaction in acquiring a language and places a strong emphasis on the requirements, passions, and objectives of the participants. Learners participate in communication exercises that replicate real-world circumstances, including collaborative tasks, group debates, role-playing activities, and exercises for solving problems. These tasks teach learners to communicate effectively by allowing them to utilize the language in significant manners. This approach enhances student independence, as students take charge of their education and actively participate in choosing their objectives for learning and approaches. It highlights the significance of meaningful discussions when students collaborate to address misconceptions and successfully communicate their points of view. Correcting mistakes is seen in CLT as an exchange of ideas between the trainer and learners, whereby learners are allowed to correct themselves. With this method, we introduce learners to a language in reality and motivate students to utilize it for genuine conversation by using actual materials like actual situations writings, movies, and audio recordings. It enables students to consider their development and education, as well as their strengths and limitations. This makes it easier for students to identify their areas of weakness and create techniques for learning.
Teachers in communicative language teaching (CLT) must encourage language acquisition by facilitating conversation and creating an atmosphere that promotes learning. The primary responsibility of the instructor is to promote communication among students by giving them the chance to engage with one another and actual material like texts and events from everyday life. The instructor must give students comments regarding the way they use language, assisting them in identifying areas for growth and providing advice on how to enhance their ability to communicate. A favorable learning atmosphere should be established by the instructor so that students may take chances and commit errors without feeling shame or humiliation. Setting up activities for pair and group work that encourages communication and cooperation is part of this. By establishing objectives, tracking the advancement of learners, and presenting chances for reflective thinking and self-evaluation, the teacher should empower students to take responsibility for their education. In addition to genuine sources that represent actual circumstances and situations, he should choose and modify resources according to the level, requirements, and interests of the students. The teacher must find a balance between the demands of correctness and fluency, allowing students to speak spontaneously while still directing proper use. To keep updated with current instructional methods and resources, as well as to advance their teaching skills and expertise, teachers should participate in ongoing professional development.