Communicative
Language Learning
Teaching Method
Made by Nisrina Sesairiah
What is
Communicative language teaching = Communicative
CLT?
approach
an approach in teaching which emphasizes
interaction or communication as both the tools and
the goal of learning a language.
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CLT final aims to achieve "communicative competence", means the
students acquires ability and knowledge of:
AND
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CLT emphasizes the important of all four
language skills.
 Output (productive)
 Input (receptive)
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Language
is communication
The aim of the communicative approach is to
provide students with real life communication
lessons
Syllab
usthe teaching according to the
CLT syllabus organizes
notional and functional categories of language rather
than according to its structures. It concentrates on the
following:
• Interactions: using language to communicate,
• Tasks: using language to perform meaningful tasks
• Learner: putting the learner’s interests, needs in the
forefront.
Principles of
Authentic, meaningful,CLT
and functional communication
(reflect real-life experience and situations)
Example:
Listening to a piece of news
and
discussing
how
it affects class members.
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Learn
through
using
to communicate.
Fluency is an important dimension
it
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Communication
involves the com
bination of differe
nt language skills.
Learning is a proc
essof creative co
nstruction and inv
olves trial and
error.
Methodology of CLT
1. The material is taught then students need to do
exercises as practice.
2. The students do
activities where t
hey might use it
in
real
life
situations.
They did it in pair work, group work, and role plays
work.
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3. Students should express language in:
•
•
•
•
personal (feelings, etc.)
interpersonal (social and working relationships)
directive (influencing others)
referential (reporting about things, events, people or
language itself)
• imaginative (creativity and artistic expression).
4. Teacher gives feeds back in about the errors s/he
noted during the activity, then learners have the
opportunity to clear up their puzzling points.
Classroom Activities
1. Role play or mini-dramas
2. Games that involves communicative activities.
3. Information gaps.
4. Pair work, group work.
5. Surveys .
6. Interviews.
7. Debates
8. Storytelling
Teacher’s Roles
1. To facilitate the communication process in the classroom.
2. To act as an independent participant within the learningteaching group.
3. 
Thea teacher
is also expected to act as:
resource
 a monitor
 an
organizer
of resources
 a
motivator
and
counselor
 a analyst
 a researcher
 an entertainer.
1.
Learner's
To participate inRoles
classroom activities that were based on a
cooperative learning.
2. To give and receive information.
3. Learners are expected to interact primarily with each other
rather than with the teacher.
The classroom should be learner
centered.
Materials fall into three kind of categories:
text-based,
Task-based materials
task-based
A variety of games, role
realia.
plays, simulations, and
task-based
communication activities
have been prepared to
support CLT classes.
They are in the form of
exercise handbooks, cue
cards, activity cards, and
interaction booklets.
Text based
For example practice
exercises, reading passages,
gap fills, recordings, etc. can
be found in almost any
course book as well as in
books containing
supplementary materials.
They form an essential part
of most lessons.
Their table of contents
suggest a kind of grading
and sequencing of
language practice.
They might be used to support 'real life' tasks such as role playing booking into a hotel, or a jo
interview.
Realia
Many proponents of CLT
have advocated the useThis
of includes such things as
“authentic,” “from life”magazines, newspapers, fruit
and vegetables, axes, maps materials in class. These
things from the real world
include: signs, magazines,
outside the classroom.
advertisements,
newspapers, pictures, They can be used in many
activities.
symbols.
For example, fruit and
vegetables could be used in
a shopping activity, an axe
could be used to show the
effect of using the present
perfect continuous on a
Richards (2006, p. 18) has also suggested some activities that can
be applied in a CLT classroom. The activities include the following:
1. Information gap activities. This refers to activities where the
students use, seek or find missing vocabulary, grammar, and/or
communications to complete a task.
2. Jigsaw activities. In these activities, the class is divided into
groups and each group or person has part of the information
needed to complete an activity. When doing so, they must use
their own words to communicate meaningfully and to take part
in meaningful communications practice.
3. Picture Series. These are activities where a student or a group
of students tell a story based on a sequential series of pictures;
the pictures may need to be sorted into order first.
4. Story telling, which is the art of sharing aloud mythology,
legends, fables, folk or fairy tales, and original stories orally.
Communicative Language Teaching (CLT) for Teaching Speaking (B. Yasin, Z. A.
Aziz & R. Jannah)
326
5. Information-transfer activities are activities where the students
are required to take information that is presented in one form,
and present it in a different form.
6. Debates and group discussions are activities involving deriving
Activity Types in CLT
other activity types
been used in CLT, Information-Gap Activities
ing the following: More authentic
communication is likely to
k-completion activities:
es, games, map- occur in the classroom if
go beyond practice
g, and other kindsstudents
of
language forms for their
oom tasks in whichofthe
is on using one’s own sake and use their
age resources to linguistic and
communicative resources in
ete a task.
rmation-gatheringorder to obtain information.
In so doing, they will draw
ies: student-conducted
ys, interviews, and available vocabulary,
grammar, and
es in which students
quired to use their communication strategies to
complete a task.
stic resources to collect
mation.
Jigsaw Activities
These are also based on the
information-gap principle.
Typically, the class is divided
into groups and each group
has part of the information
needed to complete an
activity. The class must fit
the pieces together to
complete the whole. In so
doing, they use their
language resources to
communicate meaningfully
and part in meaningful
communication practice.
Opinion-sharing activities:
activities in which students
compare values, opinions, or
beliefs.
Information-transfer
activities: These require
learners to take information
that is presented in one
form, and represent it in a
different form.
Role plays: activities in
which students are assigned
roles and improvise a scene
or exchange based on given
information or clues.