Communicative language teaching

TFL 2E

result of the work of the Council of Europe experts.

A group of experts saw the need to focus in communicative proficiency rather than mastery of structures

a given social context.
To manage the process of relating meaning

with interlocutors..

ability of the learners in order to enable them to

cope with their communicative needs in the target situation.
Language techniques are designed to engage learners in the pragmatic, authentic functional use of language for meaningful purposes.
Fluency and accuracy are seen as complementary principles underlying communicative techniques
Students should share information which others don’t know.

Hymes (1972) referred to as "communicative competence.“
According to the the communicative

approach, in order for learning to take place, emphasis must be put on the importance of these variables:
Communication: activities that involve real communication promote learning.
Tasks: activities in which language is used to carry out meaningful tasks supports the learning process.
Meaning: language that is meaningful and authentic to the learner boosts learning

and linguistic competence and the knowledge of forms and their

meanings are part of the communicative competence. Another aspect of this knowledge is to learn the use of the language

a vehicle for classroom communication
Student’s should work with language at

the discourse or supra-sentential level
Students should be given an opportunity to express their ides and opinions.

event is essential in giving meaning to the utterances.
7.The teacher

acts as an advisor during communicative activities.
8. Teacher helps learners in any way that motivates them to work with the language.

their fluency. He can informally evaluate his students’ performance in

his role as an adviser or co-communicator.

out a lot of language. 
Language materials authentic to native speakers

of the target language. (news paper, radio and television broadcast, menus, weather forecast, timetables). 

learners in authentic communication. functional communication activities in which communication

is involved, and social interaction activities, such as conversation and discussion sessions, dialogues and role plays.

he acts as an adviser, answering students’ questions and monitoring

their performance.
Independent Participant.
Need analyst.
Counselor.
Group process manager.

in a teacher-centered method, students are seen as more responsible

managers of their own learning.

target language should be used.

correction in the methods of language teaching. It is believed

that all mistakes need not to be corrected because these are seen as natural outcomes of the development of communication skill. Second language learning is similar to first language acquisition. "Learning to swim, to play tennis, to type, or to read all involve a process in which success comes by profiting from mistakes, by using mistakes to obtain feedback from the environment and with that feedback to make new attempts that successively approximate desired goal"(Brown: 2000).

on pupils’ needs and interests.
Communicative approach seeks to personalise and

localise language and adapt it to interests of pupils. Meaningful language is always more easily retained by learners.
Seeks to use authentic resources. And that is more interesting and motivating for children.
Children acquire grammar rules as a necessity to speak so is more proficient and efficient.

and learning take place
The Communicative Approach often seems to be

interpreted as: “if the teacher understands the student we have good communication” but native speakers of the target language can have great difficulty understanding students.
Another disadvantage is that the CLT approach focuses on fluency but not accuracy. The approach does not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems. Thus they may produce incoherent, grammatically incorrect sentences.

edition)
Approaches and Methods in Foreign Language Classroom: From Theories to

skills – Azamat Akbarov