Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.

1. Presented by Siwar Bdioui

2. I. DEFINITION OF CLT
II. CARACTERISTICS OF CLT
III. PRINCIPLES OF CLT
IV. ACTIVITIES AND TASKS
V. ADVANTAGES AND DISATVANTAGES OF CLT

3. DEFINITION OF CLT
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. It is also referred to us as
communicative approach to the teaching foreign
language (Wikipedia)

4. Brown (2007) gives his definition of CLT as “an approach
to language teaching methodology that emphasizes
authenticity, interaction, student-centered learning,
task based activities, and communication for the real
world, meaningful purposes” (Brown, p.378).

5. CARACTERISTICS OF CLT
Brown (2007) also offers four interconnected
characteristics of CLT:
1. Classroom goals are focused on all of the
components of CC (communicative competence) and
not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage
learners in the pragmatic, authentic, functional use of
language for meaningful purposes. Organizational
language forms are not the central focus but rather
aspects of language that enable the learner to
accomplish those purposes.

6. 3. Fluency and accuracy are seen as complimentary
principles underlying communicative techniques. At
times fluency may have to take on more importance
than accuracy in order to keep learners meaningfully
engaged in language use.
4. In the communicative classroom, students
ultimately have to use the language, productively
and receptively, in unrehearsed contexts.

7. In Communicative Language Teaching
(CLT), “language teaching is based on a view of
language as communication, that is, language is seen
as a social tool which speakers use to make meaning;
speakers communicate about something to someone
for some purpose, either orally or in writing” (Berns,
1990).

8. The communicative approach is rather broad-based and
it is most often defined as a list of general principles or
features. Nunan’s (1991) five features of CLT include:
i. An emphasis on learning to communicate through
interaction in the target language.
ii. The introduction of authentic texts into the learning
situation.
PRINCIPLES OF CLT

9. iii. The provision of opportunities for learners to focus,
not only on language but also on the learning process
itself.
iv. An enhancement of the learner’s own personal
experiences as important contributing elements to
classroom
learning.
v. An attempt to link classroom language learning with
language activities outside the classroom.

10. Scrambled words: the students are given sentences in
which the words are scrambled order
ACTIVITIES AND TASKS

11. Language game ; games are using frequently in CLT.
The student find them enjoyable, and if they are
properly designed, the give student valuable
communicative practice

12. Picture strip story

13. ADVANTAGES AND
DISATVANTAGES OF CLT

14. The teacher can lose control of the class
Learning to communicate does not prepare
students for the tests they must take
Often there is no text grammar rules are not
presented and classroom arrangement is non
standard that’s leads to difficulties in correcting
errors