Communicative Language Teaching: Origin, Benefits, and Contributions in Education

This article discusses the concept of Communicative Language Teaching (CLT) and its origin. It explores the positive and negative points of CLT, the difference between CLT and the Grammar Translation Method, and the contribution of CLT in the Romanian and Cypriot educational systems. It also highlights the role of CLT in different domains of teaching and provides insights on how to incorporate CLT in future teaching practices.

Communicative
Language teaching

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Communicative language teaching and It's origin.................................................................1
Positive points of CLT............................................................................................................2
Negative points of CLT..........................................................................................................3
Difference between CLT and Grammar translation method..................................................4
Contribution of CLT in Romanian educational system..........................................................4
Contribution of CLT in Cyprus..............................................................................................5
Contribution of CLT in different domains of teaching..........................................................6
Learning from the assignment................................................................................................7
CONCLUSION................................................................................................................................7
References:.......................................................................................................................................9

INTRODUCTION
Communicative Language Teaching is defined as the approach or method to teach the
students in a more practical while assigning them the task in relation with the language and
teaching them accordingly. It's main motive is not actually the teaching and cramming the
language but letting the students know about the language in the practical world and it's
implications that where and how they can use it in the real time (Morrow, 2018). This done by
the teacher, they provide them the materials with task to accomplish using the language which
they are suppose to learn. Therefore, it can be said that communicative language teaching is
more on the practical implementation rather than the class room sessions by letting the students
know the importance of practical learning of a language and can execute the same in their regular
life as well.
It's history says that this method is invented by the Dell Hymes, linguistic and
anthropologist in 1966. This concept of method was emerged in late 1960s where Dell Hymes
cleared that only the learnings in the classroom sessions is not at all sufficient for the students, it
is necessary to provide them the practical training like activities or real time learning where the
students can relate such learning from their real life and this can make them understand better
even more. Therefore, this concept has emerged and changed the teaching pattern of the teachers
and learning patterns of the students in a more organised and practical way (Alamri, 2018).
The following discussions are made on the concept of communicative language teaching
including it's positivity on students learning and negativity as well, benefits of CLT over
grammar translation method of teaching, role and use of CLT in Romania and Cyprus, role of
CLT in various areas of teaching especially in learning English language, what has been learned
from this particular report and how the one can use such method in future in their teaching career
to the students in different fields and in different educational systems and at last finally the
conclusion including all the analysis and observations in context of communicative language
teaching.
MAIN BODY
Communicative language teaching and It's origin
Communicative Language Teaching is characterized as the conceptualization or
technique to educate the students in a functional manner and this is done through distributing
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them the project in abstraction with the spoken language and instructing them as per the needs of
the language and students. It's chief target is not really the stuffing the speech but making the
people know know about their language in the real time world and it's expressions that for what
reason and in what way they can apply in a real world. This is accomplished by the educator,
they renders them the resources with undertakings to achieve such learnings by utilizing the
language. Hence, CLT is maximum on the functional execution instead of class room sessions so
that students can realise the importance and implement it in their daily routine.
Origination
CLT is originated by Dell Hymes. He is one of the linguistic and anthropologist in 1966.
This is a method which was invented in late 1960s. Dell Hymes has given the clarity on such
concept of practical learning and teaching. Further he stated that theoretical class room sessions
are not enough for the students to learn in depth about the language, therefore, it is essential to
furnish them by providing them the functional grooming like activeness or actual instance
learning where the people can associate such acquisition from their existent living and this helps
them to realise them in more deeper way. Hence, this idea has come forth and transformed the
education practice of the educators and learning practice of the students in a more of unionised
and functional style.
Positive points of CLT
There are various benefits or advantages of CLT for proper teaching to the students in a
more effective and efficient way by giving the knowledge of real time or practical world in
context of a particular topic. One of the advantage is that this approach is very much student
oriented, reason behind this is that it is totally based on the person's interest, needs and
requirements. Every student has their own interest in performing one or the other activity and
willing to learn something more practically according to their interest (Alsaghiar, 2018). So this
method helps the person in gaining the better knowledge apart from theory in their field of
interest in a more efficient way. Another advantage can be the that the student are more
comfortable in retaining the language which they are taught to through this method of teaching.
They can easily adopt the teaching method because it depicts the practical learning and activities
in which students generally shows the interest in learning and gaining the knowledge at it's best
interest and willingness level. Moreover, this methods interest the students because the usage of
resources and materials are more authentic which attracts the students towards learning
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practically in their field. It assist in gaining the motivation to the students because of the
resources used so they pay even more attention in learning to the language and applies it in their
practical world, and motivation is a very powerful tool in imparting the knowledge to the people
so that they can learn well. Providing knowledge of grammar rules are in necessity to the
students so they can even understand the value and importance of the learning of the language.
This is the most effective and proficient tool to gain the interest of the student that telling them
about the significance of learning and that is well done efficiently by the communicative
translation teaching as it helps in imparting the knowledge of language more practically which
deepens the learnings of the students in a more better way (Chung, 2017). Therefore, this method
is considered as the alternatively best way in teaching the language.
Negative points of CLT
Every point has a merit and demerit both, if the CLT method has a lots of merits then it
can also have the demerits, so here are the points discussed that what can be the demerits of the
communicative language teaching. One of the disadvantage is that it can be considered as the
insufficient way of teaching and learning because the real meaning of teaching is first to impart
the knowledge theoretically and then moving on to the practical implementation because theory
clears most of the concepts of the students which helps them practical execution of the same
thing. But here initiation is only with the practical knowledge then it can be possible that the
theory knowledge can be insufficient to the students. It is one of the big demerit of the
communicative translation teaching that theory is equally important to the students learning
phase of language. Another disadvantage is based on the scenario that if the teacher thinks that
the students have the good communication language that is why they free their students for
practical implementation of the language but it can be difficult for the person who knows that
language very well. If both of the people communicate, one is on it's learning phase and another
is very proficient in speaking then it can be the problematic for the students to communicate in
such scenario (Dorji, 2017). This way it can be tough for the students to learn the language
because of improper communication between the conversation they are doing with the other
people. Moreover, this method is more focuses on the fluency of speaking the language rather
than the accuracy of the language. Because during the practical implementation, there is no one
who can correct the statements if wrong so it creates more on speaking part instead of correction
part. This methods depicts that the learners must correct themselves which is very difficult for
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them in their learning phase. Therefore, such disadvantages can be the hindrance in the student's
learning phase, hence, they need to work hard in gaining the accurate knowledge of the language.
Difference between CLT and Grammar translation method
There are various benefits of communication language teaching over another method that
is grammar translation method. Such as CLT measures the performance of the students by
practically implementing the learnings of the language but grammar translation method is a class
room activity in which students usually do not participate actively without any interest and
willingness to learn because practical execution is the more fun way of learning rather than the
classrooms sessions as it creates the boring period for the students to learn that on a theory basis.
Moreover, grammar translation method is not very much focused on the communication basis
because the teachers teaches the bookish knowledge rather than imparting the knowledge of
practical ones so it can be difficult for the students to learn always from the book, practically
learnings create new ideas in communicating through new language to someone (Firiady, 2018).
Most of the students don't even pay attention to the bookish things and gain less in classrooms
sessions and in communicative language teaching, students pay attention to the knowledge
imparted by the teacher because the method of conveying the knowledge in CLT is more
effective and practical so students pays more attention to it as it is more related to their real time
learning. Grammar translation method does not able to enhance the student's improvements in
learning the language not they can judge or measure that how much they are understanding and
how can they implement in their real life, this is the most important point to consider that it is
essential to monitor the progress and measure the performance of the students for more
improvements in their learning and can be analysed the scope of improvement, this can only be
possible with the CLT because as the practical implementation is reflected in this method so it is
easy for the teachers to report the progress of the students and consider the feedbacks of their
learnings. Therefore, it is observed that the CLT is more proficient for the teacher in teaching the
language so that the students can be well groomed through the practical knowledge they have
attained.
Contribution of CLT in Romanian educational system
Education in Romania is compulsory for 11 years, from the Preparatory Grade in
primary school to Grade 10 of upper secondary education. Most students in these grades attend
public schools, with only approximately 1% enrolled in private institutions. It has total seven
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levels of education named primary, middle, secondary, next secondary, post secondary, tertiary,
next tertiary and post tertiary levels. Role of CLT can be in the levels from post secondary to
tertiary doctorate levels because that is right age of the practical implementation carried out
through CLT. Justification of this concept can be that, Romanian language is much famous but it
is the native language of Romania. Therefore it is important to teach the students the concept of
communication language teaching so that along with the theory implementation, practical
execution can also be possible for the students to make them understand better about their native
language (Ghofur, Degeng, Widiati and Setyosari, 2017). Teachers has adopted this method of
teaching language to the students and now they are benefited and are speaking well with the
current education system going on. Therefore, communication language teaching played a great
role for teachers as well as for the students in teaching the language in a very potential manner.
Teachers are soft and confident in teaching the students so that students can learn in a more
effective manner and can speak confidently with other people with the language they are
learning. This proves that the educational system of the Romania is well structured for the
students that imparts the proper knowledge to the people and adopted the method of
communication language teaching and has implemented in a very well manner (Ibrahim and
Ibrahim, 2017).
Contribution of CLT in Cyprus
The education system is divided into pre-primary education of ages 3 – 6, primary
education of ages 6 – 12, secondary education of ages 12 –18 and higher education of ages 18+.
Full-time education is compulsory for all children aged between 5 and 15. It has a vast statement
on how they have unionised the education for the people of a country and what can be the effort
of communication language teaching in their agenda of education scheme. Educational system of
Cyprus has total eleven levels of education named primary, next primary, middle, secondary,
next secondary, post secondary, vocational, tertiary, pre tertiary, next tertiary and post tertiary
levels (Kwon, 2017). Role of CLT can be in the levels from vocational technical school to
tertiary post graduate levels because that is right age of the practical implementation carried out
through CLT. There is a totally different education system in Cyprus so the age of practical
teaching to the students are low as compared to the Romania (Jahanzaib and Zeeshan, 2017).
Teachers are majorly involved in giving the practical knowledge to the students so that they can
learn there native language in a very effective manner. Teachers highly focuses on the students to
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know that how they are learning the language, they are very particular about the teachings that
they are giving to their students in a more practical way, teachers give motivation to the students
to give them the proper training so that they can learn in an appropriate manner. This proves that
the education system of Cyprus is very well prepared for the student which helped them in
gaining the language in a practical sense and teachers has also adopted this method of
communication language teaching in a very impressive manner and imparted the proper
knowledge to the students in terms of giving the knowledge to the people so that they can be well
prepared in their practical implementation of communicating with the language which they have
taught by the students (Kwon, 2017).
Contribution of CLT in different domains of teaching
There are various areas in the teaching education systems where CLT is used like in
English grammar, science, social studies, mathematics, informatics and many more fields of
studying, teaching and learning. There are basically seven principles of communication language
teaching where they can be applied in assorted teaching subjects like first is the personal
significance principle which states that the enhancement of the personal gaining is applied on the
teaching method (Oranje and Smith, 2018). Second is the controlled practice principle which
states that the enhancement of the controlling power of the teacher and the student as well. Third
is the declarative input principle states that the learnings which are imparted by the teacher must
be declarative so as to understand it in a more better way. Fourth is focus on form principle states
that the enhancement of the focusing power of the students in their learnings. Fifth is the
formulaic language principle states that the enhancement of the formulation of the statements in
the language must be in the order and in a flow. Sixth is the language exposure principle states
that the student must not limit or restrict their mind in learnings, they must explore new words
more and more so that they can be refined in learning the language practically. Seventh is the
focused interaction principle which states that the interaction is equally important with good
understanding of each other's language (Rahman, 2018). Therefore, CLT method of teaching can
be used in every field of the teachings because every field needs the practical implementation to
understand better the concept which the student is learning. Hence, it is essential to apply such
method of teaching for efficient gaining and learning of knowledge in that particular field of
study.
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Learning from the assignment
I have learnt various concepts of communication language teaching and how can I apply
in the real world by analysing it's merits and demerits and benefits over the grammar translation
method. It's application in Romanian and Cyprus educational systems and how it can be
implemented in different subjects of teaching (Toro, Camacho-Minuche, Pinza-Tapia and
Paredes, 2019). All such observation helped me in examining the importance of adopting such
method other than the grammar translation method. I realised that it is better that not to limit our
mind and activities which we are performing, it is good to explore more and more teaching
methods just like communication language teaching. It will help me as well to gain the
knowledge and in the personal development so that I would be able to adopt any method
according to the situation without any hesitation. I have also learnt that I can apply such method
to give the practical knowledge to the students so that they can be even more enhanced in their
studies by knowing more about the real world (Wei, Lin and Litton, 2018). This can be done
giving the real life examples to the students related to the studies, communicating with them
relating to the subjective knowledge and many more methods that can be adopted by me to teach
the students in a more better and enhanced manner with full practical execution of the language
(Morrow, 2018).
CONCLUSION
It is concluded that communicative language teaching has a positivity as well as the
negativity in teaching to the students. It has the benefits over the other methods like grammar
translation method as well. It has a contribution on the Romanian educational system and Cyprus
also. Moreover, it has a role in contributing the teaching concepts in various domains of teaching
in an educational systems of a particular country (Savignon, 2018). For example, it is observed
that it is not only has the benefits in the overall teaching methods but also has some demerits in
teaching to the students and grabbing power of them. In some points the grammar translation
method can work and in some points communicative language teaching can work and it totally
depends on the topic and situation of teaching. But now a days, CLT is of more use as it is more
practical part because students relate to their real life gaining more knowledge of applying the
same and GTM belongs to the only classrooms sessions where learnings are based on the more
of theory material rather than practical implementation. For example, It is analysed that the
educational system of Romania and Cyprus are totally different but then too CLT is acting with
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full efficiency in the teaching methods even though by facing the incompatibilities of the
educational systems. It is determined that there are different areas of teaching and CLT method is
applied in every field with good effectiveness giving the practical knowledge to the students, so
not even in the English language but also it can be implemented in other subjects as well
(TEKLIUK, 2020). This report covers the advantages and disadvantages of the communicative
language method, how it is better than the grammar translation method of teaching, it's various
contributions in different sites like role in the Romanian educational systems, role in the Cyprus
educational systems, role in various fields of teaching not only in the English language but also
in other topics and subjects as well and finally how one can apply and study such methods of
teaching to impart the knowledge to the students with fun and in interesting manner. For
example, in Romania and Cyprus, they have adopted the method of communication language
teaching in a very efficient manner so that their students can learn in a very specific manner and
can gain as much knowledge as they can. Teachers are self motivated so they encourage and
motivate students to learn better in gaining the knowledge of language and how smoothly they
can speak and communicate to other people who are already expert in speaking that particular
language.
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References:
Books and Journals
Alamri, W.A., 2018. Communicative Language Teaching: Possible Alternative Approaches to
CLT and Teaching Contexts. English Language Teaching. 11(10). pp.132-138.
Alsaghiar, A.A., 2018. Implementation of communicative language teaching across six foreign
languages (Doctoral dissertation, Kent State University).
Chung, S.F., 2017. A communicative approach to teaching grammar: theory and practice. The
English Teacher, p.18.
Dorji, J., 2017. Communicative language teaching as conceptualized by Bhutanese English as
second language teachers. Indonesian EFL Journal. 3(1). pp.1-10.
Firiady, M., 2018. Communicative language teaching through speaking activities designed in a
textbook. LLT Journal. 21(1). pp.104-113.
Ghofur, A., Degeng, I.N.S., Widiati, U. and Setyosari, P., 2017. The Effect Of Communicative
Language Teaching And Audio-Lingual Method On English Speaking Skill Across
Different Learning Styles. KnE Social Sciences, pp.1-7.
Ibrahim, M.K. and Ibrahim, Y.A., 2017. Communicative English language teaching in Egypt:
Classroom practice and challenges. Issues in Educational Research. 27(2). p.285.
Jahanzaib, R. and Zeeshan, M., 2017. University Teachers’ and Students’ Beliefs about
Grammar Translation Method and Communicative Language Teaching in Quetta,
Balochistan, Pakistan. International Journal of English Linguistics. 7(2). p.p151.
Kwon, Y., 2017. A study of Thai teachers’ perceptions toward the implementation of
Communicative Language Teaching of English. HRD Journal. 8(1). pp.114-125.
Morrow, C.K., 2018. Communicative language testing. The TESOL encyclopedia of English
language teaching, pp.1-7.
Oranje, J. and Smith, L.F., 2018. Language teacher cognitions and intercultural language
teaching: The New Zealand perspective. Language Teaching Research. 22(3). pp.310-
329.
Rahman, A., 2018. Emerging Factors of Communicative Language Teaching (CLT) and its
Application in Indonesian English As a Foreign Language (EFL)
Classrooms. Langkawi: Journal of the Association for Arabic and English. 3(2). pp.169-
174.
Savignon, S.J., 2018. Communicative competence. The TESOL encyclopedia of English
language teaching, pp.1-7.
TEKLIUK, H., 2020. Communicative language teaching. Актуальні питання гуманітарних
наук. 4(30). pp.215-215.
Toro, V., Camacho-Minuche, G., Pinza-Tapia, E. and Paredes, F., 2019. The Use of the
Communicative Language Teaching Approach to Improve Students' Oral Skills. English
Language Teaching. 12(1). pp.110-118.
Wei, L., Lin, H.H. and Litton, F., 2018. Communicative language teaching (CLT) in EFL context
in asia. Asian Culture and History. 10(2). p.1.
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