3. • Deals with the way of
teaching a second or
a foreign language
• Emphasizes the
interaction as both
means and ultimate
goals of learning a
language
DEFINITION
4. • Learners become
involved in real
communication
• Ss motivation to learn
comes from the desire
to communicate
• CTL makes use of real-
life situations
• Teaching practice that
helps Ss to develop
communicative
competence
6. • Rose to prominence as
a result of many
disparate developments
in Europe
• Increasing demand for
language learning
• Its origins are many,
insofar as one teaching
methodology tends to
influence the next
• influenced by works by
the Council of Europe
• Based on the theories of
British functional linguists
such as: Firth, Halliday
and the American
sociolinguistics Hymes,
Gumperz and Lavob
HISTORICAL CONTEXT
7. Notional: time, location,
frequency, and quantity.
Functional: offers, complaints,
denials, and requests
• David Wilkins (1972)
proposed a functional
and notional
communicative
definition of language
that served as a basis
for developing
communicative
language teaching.
WILKINS’ CONTRIBUTION
8. • An ideal speaker-listener, who
knows its language perfectly, is
not affected by grammatically
irrelevant conditions
• A concrete language
performance has an implicit
knowledge which means
communicative competence
• Students need to know how
language is used by members
of a speech community to
accomplish their purposes
CHOMSKY’S CONTRIBUTION
9.
10. • Facilitates the
communication in the
classroom
• Acts as adviser – guide
or monitor
• Sets up exercises and
activities
• Evaluations
TEACHER’S ROLE
11. • Students are
communicators
• they are actively
engaged in trying to
make themselves
understood and in
understanding others
• Errors are seen as a
natural outcome of the
development of
communicative skills
STUDENTS’ ROLE
12. • CLT is not only focused on the traditional structural
syllabus, but also it takes into consideration
communicative context
• CLT provides vitality and motivation within the
classroom
• CLT is a learner-centered approach. It is based on
learners’ needs and interests
MERITS OF CLT
13. CLASSROOM ACTIVITIES
• Skills
• Techniques
• Functional
Activities
• Social
activities
• Role-play
• Interviews
• information gap
• Games
• Language
exchanges
• Surveys
• Pair-work
• Group work
• Learning
by teaching
ABILITIES EMPHASIZED
14. • CA Increases the teacher-student relationship. It is
an interactive relationship
• CA Provides the opportunity for students to be
aware of their abilities and exhibit them
• Ss in this approach can learn the target language
in an enjoyable way
• Students will be more motivated by learning to
communicate
• Students will learn to communicate effectively
CONTRIBUTIONS OF CLT
15. SYSTEMS OF LG EMPHASIZED
• Lexis
• Grammar
• Phonology
• Situational and
Functional
This will help you to
understand when is
proper to use an
expression and what
expressions are
commonly used in
certain situations
