Communicative language teaching

communicative approachcommunicativecommunicative approachescommunicative aspectsNotional Functional Approach
Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.wikipedia
51 Related Articles

Henry Widdowson

H. G. WiddowsonHG WiddowsonWiddowson
In addition, applied linguists such as Christopher Candlin and Henry Widdowson observed that the current model of language learning was ineffective in classrooms.
Widdowson is perhaps best known for his contribution to communicative language teaching.

Grammar–translation method

grammar-translationgrammar-translation methodgrammar translation
This is in contrast to previous views in which grammatical competence was commonly given top priority.
There is not usually any listening or speaking practice, and very little attention is placed on pronunciation or any communicative aspects of the language.

Communicative competence

communicativecommunicative skillcompetence
In 1966, linguist and anthropologist Dell Hymes developed the concept of communicative competence.
The notion of communicative competence is one of the theories that underlies the communicative approach to foreign language teaching.

Information gap task

Information gap
Information gap is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them, in the TL.
It is often used in communicative language teaching and task-based language learning.

Task-based language learning

Task-based Learningtask-based language teaching
Task-based language learning
As such TBLT can be considered a branch of communicative language teaching (CLT).

Language education

language teachingforeign languageLanguage
Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.
3) Examples of interactive methods include the direct method, the series method, communicative language teaching, language immersion, the Silent Way, Suggestopedia, the Natural Approach, Tandem Language Learning, Total Physical Response, Teaching Proficiency through Reading and Storytelling and Dogme language teaching.

Teaching English as a second or foreign language

teaching English as a foreign languageteaching EnglishTEFL
Teaching English as a foreign language
Communicative language teaching (CLT) emphasizes interaction as both the means and the ultimate goal of learning a language.

Dogme language teaching

Dogme
In the mid 1990s, the Dogme 95 manifesto influenced language teaching through the Dogme language teaching movement.
Dogme has its roots in communicative language teaching (in fact Dogme sees itself as an attempt to restore the communicative aspect to communicative approaches).

Language pedagogy

language teaching methodlanguage teaching methodsteaching methods
Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

Interaction

interactionsinteractchemical interaction
Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

Noam Chomsky

ChomskyChomsky, NoamChomskyan
It was Noam Chomsky's theories in the 1960s, focusing on competence and performance in language learning, that gave rise to communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by linguists Michael Halliday, who studied how language functions are expressed through grammar, and Dell Hymes, who introduced the idea of a wider communicative competence instead of Chomsky's narrower linguistic competence.

European Economic Community

EECECEuropean Community
In Europe, the advent of the European Common Market, an economic predecessor to the European Union, led to migration in Europe and an increased population of people who needed to learn a foreign language for work or for personal reasons.

Comprehensive school

comprehensivecomprehensive educationcomprehensive schools
In Britain, the introduction of comprehensive schools, which offered foreign-language study to all children rather than to the select few in the elite grammar schools, greatly increased the demand for language learning.

Grammar school

grammar schoolsGrammarselective
In Britain, the introduction of comprehensive schools, which offered foreign-language study to all children rather than to the select few in the elite grammar schools, greatly increased the demand for language learning.

Progressivism

progressiveprogressivesprogressive movement
Additionally, the trend of progressivism in education provided further pressure for educators to change their methods.

Dell Hymes

Hymes, Dell HathawayDell Hathaway HymesHymes
In 1966, linguist and anthropologist Dell Hymes developed the concept of communicative competence.

Linguistic competence

competencecompetencycode
The idea of communicative competence stemmed from Chomsky's concept of the linguistic competence of an ideal native speaker.

Sociolinguistics

sociolinguisticsociolinguistsociolinguists
Canale and Swain (1980) defined communicative competence in terms of three components: grammatical competence, sociolinguistic competence, and strategic competence.

Cohesion (linguistics)

cohesioncohesivecoherence theory
Canale (1983) refined the model by adding discourse competence, which contains the concepts of cohesion and coherence.

Coherence (linguistics)

coherencecoherentincoherence
Canale (1983) refined the model by adding discourse competence, which contains the concepts of cohesion and coherence.

Council of Europe

CECoEthe Council of Europe
An influential development in the history of communicative language teaching was the work of the Council of Europe in creating new language syllabi.

Illocutionary act

illocutionaryillocutionary forceforce
A survey of communicative competence by Bachman (1990) divides competency into the broad headings of "organizational competence", which includes both grammatical and discourse (or textual) competence, and "pragmatic competence", which includes both sociolinguistic and "illocutionary" competence.

Michael Swan (writer)

Michael Swan
In his critique of CLT, Michael Swan addresses both the theoretical and practical problems with CLT.