Communicative Language Teaching ( Clt ) Essay

1. How effective are CLT activities ( language games, role plays, problem-solving tasks, information gaps, and interviews) used in class on improving students’ communicative competence?

“Listening is perhaps the most essential skill for second/foreign (L2) language learning, particularly at the beginning stages. It internalises the rules of language and facilitates the emergence of other language skills” (Stella Hurd and Tim lewis, 2008).Communication is vital part of our daily lives .we sit in a school listen to the teachers we read the books we talk to the friends watching television and communication over through the internet. “Communication involves at least two people: the sender and the receiver” (Viva career skills library, 2007).

Archakis (2006) states that the communicative approach has recently prevailed. The purpose of language teaching is to help learners to practice relevant cases of communication. According to the communicative approach the language teaching has to be directly interrelated with contextual components. The stress of language teaching needs to be language use in social events, that is, students should be aware of the socio cultural and sociolinguistic skills for appropriate language use. Oral discourse is an entity of a range of discourse genres such as a lecture, conversation. Oral speech should be taught on a regular bases involving students in various activities and social circumstances. The teaching of oral discourse should be centered on the specific features of oral speech that promotes participation. It is very helpful for students as contemporary society concentrating on oral conversational speech and its peculiar daily used devices. This leads learners to the production of dramatization, interpersonal contribution, arguing competence as well as building identity as critical

Sometimes more than one method is used to bring out the anticipated outcomes in the language classroom where communication develops the key factor of teaching-learning process. Unless students learn to utilise the classroom method to express thoughts and feelings outside into the real world situations, the learning cannot be effective no matter whatever teaching method is applied in English as a Second Language classroom. Teacher- student role becomes the centre in bringing out the maximum within the limited time in a

There are many species of life that are more than able to communicate, but humans have a unique form of communication. We are the only species capable of using language as a form of communication. Think about the first people and how difficult it would have been for them to communicate without language. From never having a single word to over hundreds of thousands of words in modern times, all the words that were created in order for people to communicate are a part of a complex system. It is a difficult concept to understand because we 've been using language for most of our lives and all of these words have been in place for thousands of years. Language is something that is constantly changing, it 's not an every day change, but it is gradually evolving. For the most part, language is passed down through generations so parents and children are able to communicate with one another. Changes in language have occurred throughout centuries over a short period of time and have evolved through different degrees of English such as old English, middle English, and modern English.

racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.

Developing language acquisition and enhancing communicative language facility are the worldwide goals of existing English language education. Numerous endeavors are made to attain these aims since it is the language of knowledge as well as the

The present Unit of Work could be framed pedagogically into The Communicative Language Teaching Approach (CLT), together with the Project-Work and the CEFRL´s Action- Oriented Approach. The Communicative Approach emerged at the end of 1960s and early 1970s when a series of circumstances, motivated by the emerging society, evidenced the necessity of adapting the language teaching-learning process to the new contextual demands. Until then, the Situational Language Teaching, widely-extended, and other teaching approaches in the field had centred on the mastery of structures. However, they had run its course since it became clear the necessity to focus on the functional and communicative potential of a language (Widdowson, 1978). As language

Communicative language teaching is an approach to develop communicative competence by establishing real life situations. I want to explain the communicative competence. It is a terminology introduced by Dell Hymes, which refers to the ability to use and interpret the language appropriately and effectively according to where, whom, when and why you are talking to. The writers explain the communicative language teaching differently in their articles from the others. The articles in the ELT Journal offer interesting debates on CLT. On one side, Bax (2003) proposes that CLT should be abandoned since the methodology fails to take into account the context of language teaching. On the other side, Liao (2004) suggests

I will highlight in this research precisely at how to avoid the lack of communications in the classroom by clarifying the big rule of Communicative language teaching (CLT) in both, improving communications skills and creating the best field of practicing new vocabulary, grammar rules and pronounce words correctly.

Have you chosen one of the best ways to teach your students today? Which one did you prepare? It will be better to choose Communicative Language Teaching as one of the approaches in teaching English. Communicative Language Teaching or CLT derived from communicative competence (Hymes, 1971). It is a teaching approach which has goals, teachers and learners’ roles, process of learning language, and also can facilitate learning activities (Richards, 2006). CLT underlines interaction between students. In the Communicative Language Teaching classroom, the teacher has a role as a facilitator who will only facilitate the learning process, not become a model. Moreover, the students are going to be more active in learning the language (Richards, 2006). Thus, CLT is a

Second Language learning process will start after learning the first language or native language. It involves a special purpose or some cause. For example in India people acquire English after the native language as it involves day to day communication also. And some people learn French or Latin in order to survive France or Latin American Countries. Second language learning may or may not involve class room instructions. Both are not one and same.

In the previous chapter, the literature on communicative competence has been discussed. The researcher began with defining communicative competence and briefly talked about four theories and five theoretical frameworks. Later on, the researcher talked about elements of communicative competence as well as its sub-elements and how to teach them with relations to the four language skills. Finally, the researcher discussed communicative language teaching (CLT) as it depends on communicative competence in its basis. So far, in this chapter, the researcher will talk about the research design as well as the methodological tools that will be used in collecting data.

With the development of market economy, China is accelerating its steps to join the world family in commerce and cultural partnership. With the recent accession to the WTO, the long-awaited Olympic Games in Beijing, China has made learning English a national priority. English, with its unique status, has been taught in China for more than 100 years. Today, English is becoming more and more popular. It is a compulsory course for all Chinese students from primary school to university.

Thus, English teaching should be partly communicatively oriented, so students can acquaint themselves with appropriate language usage.