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{{Short description|Approach to language education}}

'''Communicative language teaching''' ('''CLT'''), or the '''communicative approach''' ('''CA'''), is an [[language-teaching approach|approach]] to [[language teaching]] that emphasizes [[Social interaction|interaction]] as both the means and the ultimate goal of study.

Learners in environmentssettings usingwhich communicationutilise toCLT learn and practice the target language bythrough interactionsthe following activities: communicating with one another and the instructor, in the studytarget language; ofstudying "authentic texts" (those written in the target language for purposes other than language learning),; and the use ofusing the language both in class and outside of class.

LearnersTo promote language skills in all types of situations, learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That methodCLT also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language.<ref>{{Cite journal|last=Nunan|first=David|date=1991-01-01|title=Communicative Tasks and the Language Curriculum|jstor=3587464|journal=TESOL Quarterly|volume=25|issue=2|pages=279–295|doi=10.2307/3587464|citeseerx=10.1.1.466.1153}}</ref>

According to CLT, the goal of language education is the ability to communicate in the target language.<ref name=":9">{{Cite book|title=Communicative competence : theory and classroom practice : texts and contexts in second language learning|last=J.|first=Savignon, Sandra|date=1997-01-01|publisher=McGraw-Hill|isbn=9780070837362978-0-07-083736-2|oclc=476481905}}{{pn|date=January 2023}}</ref> This is in contrast to previous views in which [[grammar–translation method|grammatical competence]] was commonly given top priority.<ref name=":7" />

CLT also positions the teacher as a facilitator, rather than an instructor. Furthermore, theThe approach is a non-methodical system that does not use a textbook series to teach the target language but works on developing sound oral and verbal skills prior to reading and writing.

== Background ==

=== Societal influences ===

ItThe wasrise [[Noamof Chomsky]]'s theoriesCLT in the 1960s, focusing on competence1970s and performance in language learning, that gave rise to communicative language teaching, but the conceptualearly basis for CLT1980s was laidpartly in theresponse 1970s byto the linguistslack Michaelof Halliday,success whowith studied howtraditional language functionsteaching aremethods{{fact|date=March expressed2024}}<!--How throughexactly grammar,was andthere Dell Hymes, who introduced the idea'lack of asuccess'? wider communicative competence instead of ChomskyIt's narrowernot linguisticas competence.<refif name=":8">Littlewood, William.people hadn''Communicativet languagesucceeded teaching:in Anlearning introduction''.the Cambridgelanguages Universitythey Press,studied 1981,during pp.all 541-545</ref>the Thedecades riseand of CLTcenturies in thewhich 1970s and the early 1980sgrammar-translation was partly in response to the lackstandard of success with traditional language teaching methodsapproach.--> and partly by the increase in demand for language learning. In Europe, the advent of the [[European Common Market]], an economic predecessor to the [[European Union]], led to migration in Europe and an increased number of people who needed to learn a foreign language for work or personal reasons. Meanwhile, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, with foreign-language study no longer confined to the elite academies. In Britain, the introduction of [[comprehensive schools]], which offered foreign-language study to all children, rather than to the select few of the elite [[grammar schools]], greatly increased the demand for language learning.<ref name=":0" />

Language teaching was originally considered a cognitive matter that mainly involved memorization. It was later thought instead to be socio-cognitive: language can be learned through the process of social interaction. Today, however, the dominant technique in teaching any language is communicative language teaching (CLT).<ref name=":8" />

The increased demand included many learners who struggled with traditional methods such as [[grammar translation]], which involves the direct translation of sentence after sentence as a way to learn the language. Those methods assumed that students aimed to master the target language and were willing to study for years before expecting to use the language in real life. However, those assumptions were challenged by adult learners, who were busy with work, and by schoolchildren who were less academically gifted and so could not devote years to learning before they could use the language. Educators realized that to motivate those students an approach with a more immediate reward was necessary,<ref name=":0">{{Cite book|title=Communicative Language Teaching in Practice|last=Mitchell|first=Rosamond|publisher=Centre for Information on Language Teaching and Research|year=1988|isbn=978-09480038750-948003-87-5|___location=Great Britain|pages=23–24, 64–68}}</ref> and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.<ref>Richards, Jack C. ''Communicative language teaching today''. SEAMEO Regional Language Centre, 2005.</ref>{{page needed|date=March 2024}}{{clarify|date=March 2024}}<!--How exactly were the 'better results' established?-->

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 the 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.<ref name=":8">Littlewood, William. ''Communicative language teaching: An introduction''. Cambridge University Press, 1981, pp. 541-545</ref> The rise of CLT in the 1970s and the early 1980s was partly in response to the lack of success with traditional language teaching methods and partly by the increase in demand for language learning. In Europe, the advent of the [[European Common Market]], an economic predecessor to the [[European Union]], led to migration in Europe and an increased number of people who needed to learn a foreign language for work or personal reasons. Meanwhile, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, with foreign-language study no longer confined to the elite academies. In Britain, the introduction of [[comprehensive schools]], which offered foreign-language study to all children, rather than to the select few of the elite [[grammar schools]], greatly increased the demand for language learning.<ref name=":0" />

=== Academic influences ===

The increased demand included many learners who struggled with traditional methods such as [[grammar translation]], which involves the direct translation of sentence after sentence as a way to learn the language. Those methods assumed that students aimed to master the target language and were willing to study for years before expecting to use the language in real life. However, those assumptions were challenged by adult learners, who were busy with work, and by schoolchildren who were less academically gifted and so could not devote years to learning before they could use the language. Educators realized that to motivate those students an approach with a more immediate reward was necessary,<ref name=":0">{{Cite book|title=Communicative Language Teaching in Practice|last=Mitchell|first=Rosamond|publisher=Centre for Information on Language Teaching and Research|year=1988|isbn=978-0948003875|___location=Great Britain|pages=23–24, 64–68}}</ref> and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.<ref>Richards, Jack C. ''Communicative language teaching today''. SEAMEO Regional Language Centre, 2005.</ref>

Already in the late 19th century, the American educator [[John Dewey]] was writing about learning by doing,<ref>1897 My Pedagogic Creed</ref> and later that learning should be based on the learner's interests and experiences.<ref>1910. How We Think.</ref> In 1963, American psychologist [[David Ausubel]] released his book ''The Psychology of Meaningful Verbal Learning'' calling for a holistic approach to learners teaching through meaningful material. American educator Clifford Prator published a paper in 1965 calling for teachers to turn from an emphasis on manipulation (drills) towards communication where learners were free to choose their own words.<ref>Prator, Clifford H. "Development of a Manipulation-Communication Scale. NAFSA Studies and Papers." English Language Series 10 (1965).</ref> In 1966, the sociolinguist [[Dell Hymes]] posited the concept of [[communicative competence]] considerably broadening out [[Noam Chomsky]]'s syntactic concept of competence. Also, in 1966, American psychologist Jerome Bruner wrote that learners construct their own understanding of the world based on their experiences and prior knowledge, and teachers should provide scaffolding to promote this.<ref>1966. Toward a Theory of Instruction.</ref> Bruner appears to have been influenced by [[Lev Vygotsky]], a Russian psychologist whose [[zone of proximal development]] is a similar concept.

Later in the 1970s British linguist [[M.A.K. Halliday]] studied how language functions are expressed through grammar.<ref name=":8">Littlewood, William. ''Communicative language teaching: An introduction''. Cambridge University Press, 1981, pp. 541–545</ref>

Additionally, the trend of [[progressivism]] in education provided further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning.<ref name=":0"/> As that idea gained traction, in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to that trend, and teachers sought to find new methods, such as CLT, that could better embody the shift in thinking.<ref name=":0"/>

The development of communicative language teaching was bolstered by newthese academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was [[Language pedagogy#The oral approach and situational language teaching|situational language teaching]], a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching, partly in response to Chomsky's insights into the nature of language. Chomsky had shown that the structural theories of language then prevalent could not explain the variety that is found in real communication.<ref name=":10">{{Cite book|title=Approaches and Methods in Language Teaching (3nd Edition)|lastlast1=Richards|firstfirst1=Jack|last2=Rodgers|first2=Theodore|publisher=Cambridge University Press|year=2014|isbn=978-1-107-67596-4|___location=Cambridge|pages=23–24, 84–85|edition=3nd}}</ref> In addition, applied linguists like Christopher Candlin and [[Henry Widdowson]] observed that the current model of language learning was ineffective in classrooms. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures.<ref name=":10" />

=== Academic influences ===

The development of communicative language teaching was bolstered by new academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching, partly in response to Chomsky's insights into the nature of language. Chomsky had shown that the structural theories of language then prevalent could not explain the variety that is found in real communication.<ref name=":10">{{Cite book|title=Approaches and Methods in Language Teaching (3nd Edition)|last=Richards|first=Jack|last2=Rodgers|first2=Theodore|publisher=Cambridge University Press|year=2014|isbn=978-1-107-67596-4|___location=Cambridge|pages=23–24, 84–85}}</ref> In addition, applied linguists like Christopher Candlin and [[Henry Widdowson]] observed that the current model of language learning was ineffective in classrooms. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures.<ref name=":10" />

In 1966, the linguist and anthropologist [[Dell Hymes]] developed the concept of [[communicative competence]], which redefined what it meant to "know" a language. In addition to speakers having mastery over the structural elements of language, they must also be able to use those structural elements appropriately in a variety of speech domains.<ref name=":9" /> That can be neatly summed up by Hymes's statement: "There are rules of use without which the rules of grammar would be useless."<ref name=":0" /> The idea of communicative competence stemmed from Chomsky's concept of the [[linguistic competence]] of an ideal native speaker.<ref name=":9" /> Hymes did not make a concrete formulation of communicative competence, but subsequent authors, notably Michael Canale, have tied the concept to language teaching.<ref name=":11">{{Citecite journal |lastdoi=CANALE|first=M10.|last2=SWAIN|first2=M1093/applin/I.|date=1980-03-011.1 |title=THEORETICALTheoretical BASESBases OFof COMMUNICATIVECommunicative APPROACHESApproaches TOto SECONDSecond LANGUAGELanguage TEACHINGTeaching ANDand Testing TESTING|journalyear=Applied1980 Linguistics|languagelast1=enCanale |volumefirst1=IM. |issuelast2=1Swain |pagesfirst2=1–47M. |doijournal=10.1093/applin/i.1.1Applied Linguistics |issnpages=0142-60011–47 }}</ref> Canale and Swain (1980) defined communicative competence in terms of three components: grammatical competence, [[sociolinguistic]] competence, and strategic competence. Canale (1983) refined the model by adding discourse competence, which contains the concepts of [[cohesion (linguistics)|cohesion]] and [[coherence (linguistics)|coherence]].<ref name=":11" />

An influential development in the history of communicative language teaching was the work of the [[Council of Europe]] in creating new language syllabi. When communicative language teaching had effectively replaced situational language teaching as the standard by leading linguists, the Council of Europe made an effort to once again bolster the growth of the new method, which led to the Council of Europe creating a new language syllabus. Education was a high priority for the Council of Europe, which set out to provide a syllabus that would meet the needs of European immigrants.<ref name=":10" /> Among the studies that it used in designing the course was one by a British linguist, D. A. Wilkins, that defined language using "notions" and "functions," rather than more traditional categories of grammar and vocabulary. The new syllabus reinforced the idea that language could not be adequately explained by grammar and syntax but instead relied on real interaction.<ref name=":10" />

In the mid-1990s, the Dogme 95 manifesto influenced language teaching through the [[Dogme language teaching]] movement. It proposed that published materials stifle the communicative approach. As such, the aim of the Dogme approach to language teaching is to focus on real conversations about practical subjects in which communication is the engine of learning. The idea behind the Dogme approach is that communication can lead to explanation, which leads to further learning. That approach is the antithesis of situational language teaching, which emphasizes learning by text and prioritizes grammar over communication.<ref>{{Citecite journal |lastlast1=Savignon |firstfirst1=Sandra J.|date=1987-09-01 |title=Communicative language teaching |journal=Theory into Practice |date=1 September 1987 |volume=26 |issue=4 |pages=235–242 |doi=10.1080/00405848709543281|issn=0040-5841 }}</ref>

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 act|illocutionary]]" competence.<ref name=":12">{{Cite book|title=Fundamental Considerations in Language Testing|last=Bachman|first=Lyle|publisher=Oxford University Press|year=1990|isbn=978-0-19-437003-5|___location=Oxford|pages=84–92}}</ref> Strategic competence is associated with the interlocutors' ability in using communication strategies.<ref name=":12" />

==Classroom activities==

CLT teachers choose classroom activities based on what they believe is going towill be most effective for students developing communicative abilities in the [[Target language (translation)|target language]] (TL). Oral activities are popular among CLT teachers, as opposedcompared to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted responses from students. Activities vary based on the level of language class they are being used in. They promote collaboration, fluency, and comfort in the TL. The six activities listed and explained below are commonly used in CLT classrooms.<ref name=":0"/>

=== Role-play ===

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=== Interviews ===

An interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal skills in the TL.<ref name=":05">{{Cite book|title=Communicative Language Teaching in Action: Putting Principles to Work|last=Brandl|first=Klaus|publisher=Phil Miller|year=2007|isbn=9780131579064978-0-13-157906-4|___location=Upper Saddle River, NJ|pages=284–297}}</ref>

Example:

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=== Information gap ===

[[Information gap activity|Information gap]] is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them, in the TL.<ref name=":6">{{Cite book|title=Communicative Language Teaching Today|last=Richards|first=Jack|publisher=Cambridge University Press|year=2006|isbn=9780521925129978-0-521-92512-9|___location=USA|pages=14–21}}</ref>

Example:

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Although CLT has been extremely influential in the field of language teaching, it is not universally accepted and has been subject to significant critique.<ref name=":5" />

In his critique of CLT, [[Michael Swan (writer)|Michael Swan]] addresses both the theoretical and practical problems with CLT. He mentions that CLT is not an altogether cohesive subject but one in which theoretical understandings (by linguists) and practical understandings (by language teachers) differ greatly. Criticism of the theory of CLT includes that it makes broad claims regarding the usefulness of CLT while citing little data, it uses a large amount of confusing vocabulary, and it assumes knowledge that is predominately not language-specific (such as the ability to make educated guesses) to be language-pecificspecific.<ref name=":5">{{Citecite journal |lastdoi=Swan|first=Michael|date=1985-01-0110.1093/elt/39.1.2 |title=A critical look at the Communicative Approach (1) |journalyear=ELT1985 Journal|volumelast1=39Swan |issuefirst1=1M. |pagesjournal=2–12ELT Journal |doivolume=10.1093/elt/39.1.2 |issnpages=0951-08932–12 }}</ref> Swan suggests that those theoretical issues to lead to confusion in the application of CLT techniques.<ref name=":3">{{Citecite journal |lastdoi=Swan|first=Michael|date=1985-04-0110.1093/elt/39.2.76 |title=A Criticalcritical look at the Communicative Approach (2) |year=1985 |last1=Swan |first1=M. |journal=ELT Journal |volume=39 |issue=2 |pages=76–87|doi=10.1093/elt/39.2.76|issn=0951-0893 }}</ref>

Where confusion in the application of CLT techniques is readily apparent is in classroom settings. Swan suggests that CLT techniques often suggest prioritizing the "function" of a language (what one can do with the language knowledge one has) over the "structure" of a language (the grammatical systems of the language).<ref name=":3" /> That priority can leave learners with serious gaps in their knowledge of the formal aspects of their target language. Swan also suggests that in CLT techniques, the languages that a student might already know are not valued or employed in instructional techniques.<ref name=":3" />

Further critique of CLT techniques in classroom teaching can be attributed to Elaine Ridge. One of her criticisms of CLT is that it falsely implies that there is a general consensus regarding the definition of "communicative competence," which CLT claims to facilitate. Because there is notno such agreement, students may be seen to be in possession of "communicative competence" without being able to make full or even adequate use of the language. That individuals are proficient in a language does not necessarily entail that they can make full use of that language, which can limit an individual's potential with that language, especially if that language is an endangered language. That criticism largely has to do with the fact that CLT is often highly praised and is popular though it may not necessarily be the best method of language teaching.<ref name=":4">{{Citecite journal |lastdoi=Ridge|first=Elaine|date=199210.5842/21-0-533 |title=Communicative language teaching: Time for review? |year=2014 |last1=Ridge |first1=Elaine |journal=Stellenbosch Papers in Linguistics Plus |volume=21|doi=10.5842/21-0-533|issn=2224-3380 |doi-access=free }}</ref>

Ridge also notes that CLT has nonspecific requirements of its teachers, as there is no completely standard definition of what CLT is, which is especially true for the teaching of grammar, the formal rules governing the standardized version of the language in question. Some critics of CLT suggest that the method does not put enough emphasis on the teaching of grammar and instead allows students to produce utterances, despite being grammatically incorrect, as long as the interlocutor can get some meaning from them.<ref name=":4" />

Stephen Bax's critique of CLT has to do with the context of its implementation. Bax asserts that many researchers associate the use of CLT techniques with modernity and so the lack of CLT techniques as a lack of modernism. That way, those researchers consider teachers or school systems that fail to use CLT techniques as outdated and suggest that their students learn the target language "in spite of" the absence of CLT techniques, as if CLT were the only way to learn a language, and everyone who fails to implement its techniques is ignorant and cannot teach the target language.<ref name=":7">{{Citecite journal |lastdoi=Bax|first=Stephen|date=2003-07-0110.1093/elt/57.3.278 |title=The end of CLT: aA context approach to language teaching |year=2003 |last1=Bax |first1=S. |journal=ELT Journal |volume=57 |issue=3 |pages=278–287|doi=10.1093/elt/57.3.278|issn=0951-0893 }}</ref>

==See also==

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*[[Learning by teaching]] (LdL)

*[[Notional-functional syllabus]]

*[[Task-based language learningteaching]]

*[[Teaching English as a foreign language]]

*[[Target language (translation)]]

==References==

{{Reflist}}

==Further reading==

{{refbegin|}}

* {{cite book|last=Bachman|first=Lyle|title=Fundamental considerations in language testing|publisher=Oxford University Press|___location=Oxford|year=1990|isbn=978-0-19-437003-5}}

* {{cite journal |doi=10.1093/applin/I.1.1 |title=Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing |year=1980 |last1=Canale |first1=M. |last2=Swain |first2=M. |journal=Applied Linguistics |pages=1–47 }}

* {{cite journal|last1=Canale|first1=M.|last2=Swain|first2=M.|year=1980|title=Theoretical bases of communicative approaches to second language teaching and testing|journal=Applied Linguistics|issue=1|pages=1–47|url=http://ibatefl.com/wp-content/uploads/2012/08/CLT-Canale-Swain.pdf|accessdate=September 29, 2013|doi=10.1093/applin/I.1.1|archive-url=https://web.archive.org/web/20131002122813/http://ibatefl.com/wp-content/uploads/2012/08/CLT-Canale-Swain.pdf|archive-date=October 2, 2013|url-status=dead}}

*Færch, C., & Kasper, G. (1983). Strategies in interlanguage communication. London: Longman.

*{{cite book|last=Mitchell|first=Rosamond|editor1-last=Swarbick|editor1-first=Ann|chapter=The communicative approach to language teaching|pages=33–42|title=Teaching Modern Languages|year=1994|publisher=Routledge|___location=New York}}

*{{cite book|author1-link=Jack C. Richards|last1=Richards|first1=Jack C.|last2=Rodgers|first2=Theodore S.|title=Approaches and Methods in Language Teaching|edition=3rd|year=2014|publisher=Cambridge University Press|___location=Cambridge, New York|isbn=978-1-107-67596-4}}

*{{cite journal|last=Nunan|first=David|title=Communicative Tasks and the Language Curriculum|year=1991|journal=TESOL Quarterly|volume=25|issue=2|pages=279–295|doi=10.2307/3587464|jstor=3587464|citeseerx=10.1.1.466.1153}}

* {{cite book|last=Savignon|first=Sandra|title=Communicative competence: theory and classroom practice: texts and contexts in second language learning|publisher=McGraw-Hill|___location=New York|year=1997|edition=2nd|isbn=978-0070837360-07-083736-2}}

*{{cite encyclopedia|last=Savignon|first=Sandra J.|title=Communicative language teaching|encyclopedia=Routledge Encyclopedia of Language Teaching and Learning|editor1-last=Byram|editor1-first=Michael|publisher=Routledge|___location=London|year=2000|pages=125–129134–140}}

*{{cite book|last=Whong|first=Melinda|title=Language Teaching: Linguistic Theory in Practice|publisher=Edinburgh University Press|___location=Edinburgh|year=2011}}

{{refend}}

<ref>https://ontesol.com/communicative-approach/</ref>

{{Language teaching methods}}