COMMUNICATIVE LANGUAGE TEACHING
OVERVIEW
Communicative Language Teaching (CLT) is a method to language teaching that focuses on interaction and the usage of language in real-life scenarios as the principal means and aim of learning. This method, which developed in the 1970s, emphasises communicative competence (the ability to effectively and appropriately convey meaning in social contexts) over rote memorisation or grammatical accuracy alone. Let us explore this method in detail:
1. ORIGINS AND THEORETICAL FOUNDATIONS OF CLT
CLT evolved in response to the limitations of earlier methods like Grammar-Translation and Audio-Lingual Methods. These methods prioritised structure over function, which frequently and had been unsuccessful to prepare learners for real-world communication.
Key theoretical influences include:
- Hymes’ Communicative Competence (1972): Hymes contended that knowing a language includes not only grammatical rules but also sociolinguistic norms (e.g., when and how to say what to whom).
- Halliday’s Functional Linguistics (1975): Halliday described language as a social semiotic system, focusing on its functions, such as expressing needs or maintaining relationships.
- Canale and Swain’s Model (1980): They introduced a broader framework of communicative competence encompassing grammatical, sociolinguistic, discourse and strategic competence.
2. PHILOSOPHICAL UNDERPINNINGS OF CLT
A. Communicative Competence
The pillar of CLT lies in the concept of communicative competence introduced by Hymes (1972). It includes four dimensions, further refined by Canale and Swain (1980):
i. Grammatical Competence: Knowledge of syntax, vocabulary and sentence structure.
Example: Appropriately constructing sentences like “I am going to the shop.”
ii. Sociolinguistic Competence: The ability to use language correctly in different social contexts.
Example: Using formal speech in professional emails or informal language with peers.
iii. Discourse Competence: Connecting ideas cohesively and logically across verbal or written texts.
Example: Writing essays with logical paragraph transitions.
iv. Strategic Competence: Using communication strategies when faced with linguistic challenges.
Example: Explaining an unfamiliar word using circumlocution, such as saying “a tool for cutting paper” for “scissors.”
B. Focus on Meaning
Unlike traditional approaches that focus on form (e.g., grammar drills), CLT is built on the principle that meaning precedes form. Learners develop fluency by focusing on the communicative purpose, while they refine their precision over time.
C. Sociocultural Theory
Vygotsky’s concept of the Zone of Proximal Development (ZPD) informs CLT by suggesting that learners achieve more with social interaction and teacher scaffolding.
3. Core Principles of CLT
A. Communication as the Goal
CLT prioritises language use in authentic situations. The ultimate goal is functional fluency, not perfection in accuracy.
Example: Instead of drilling grammar rules, learners may practise ordering food in a restaurant role-play.
B. Task-Based Learning (TBL)
Tasks are activities where communication is essential to complete the objective. This allows learners to practise meaningful communication.
Example: Designing a travel itinerary in pairs and presenting it to the class.
C. Emphasis on Fluency over Accuracy
While grammar is not overlooked, CLT encourages students to express themselves even with errors, fostering confidence and natural communication.
Example: Students might write a group story collaboratively without instant teacher corrections.
D. Contextual Learning
Language is taught within a meaningful context to promote practical usage and retention.
Example: Teaching past tense verbs while narrating personal experiences.
REFERENCES
- Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/1.1.1
- Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. Edward Arnold.
- Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin.
