(The language acquired through learning) is the main focus of this method.
Objectives of CLT:
- To produce effective communicative competency in learners.
- The focus is on meanings and functions of the language.
- More importance on the learner and his learning.
- Language is acquired in CLT.
- The teacher is a facilitator in language acquisitions.
- Involve the learner in the learning process thro’ problem solving, tasks, participation
and interaction. - All the four LSRW skills are equally treated.
I also must say that no single uniform method is prescribed, different techniques are
followed in the process of learning and several roles are assigned to the teachers.
The main advantages of CLT are that language is used for a genuine purpose meaning
that real communication should take place, and that at the stage where the learners are preparing
their report for the whole class, they are forced to consider language form in general rather than
concentrating on a single form (as in the Traditional model). Whereas the aim of the Traditional
model is to lead from accuracy to fluency, the aim of Communicative Teaching is to integrate all
four skills and to move from fluency to accuracy plus fluency. The range of tasks available offers
a great deal of flexibility in this model and should lead to more motivating activities for the
learners. Unlike a Traditional approach, the students are free of language control. They must use
all their language resources rather than just practising one pre-selected item.
A natural context is developed from the students' experiences with the language that is
personalized and relevant to them. With the traditional method it is necessary to create contexts
in which to present the language and sometimes they can be very unnatural.
The students will have a much more varied exposure to language with the
Communicative Method. They will be exposed to a whole range of lexical phrases, collocations
and patterns as well as language forms.
The language explored arises from the students' needs. This need dictates what will be
covered in the lesson rather than a decision made by the teacher or the coursebook.
Learners who are used to a more traditional approach based on a grammatical syllabus
may find it difficult to come to terms with the apparent randomness of the CLT, but if the
Communicative Teaching is integrated with a systematic approach to grammar and lexis, the
outcome can be a comprehensive, all-round approach that can be adapted to meet the needs of all
learners.