(PDF) A Critical Overview of Communicative Language

Critical review of Communicative Language
Teaching Methodology

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK ..............................................................................................................................................1
Approach of Communicative Language Teaching Methodology...............................................1
An evaluation of Approach.........................................................................................................2
CONCLUSION................................................................................................................................4
REFERENCES................................................................................................................................5
.........................................................................................................................................................5

INTRODUCTION
Language refers to a system for making interaction and conversation with others. It is
used to express meaning and developing connection among people. Through teaching, tutors can
teach people how to learn different languages (Cummins and Swain, 2014). In this regard,
Communicative Language Teaching provides various theories of learning which are compatible
with teaching approaches. Present research outlines a critical review of CLTM (Communicative
Language Teaching Method) with a brief description of some approaches. An evaluation of
specific approach of CLTM with some advantages and disadvantages also highlighted.
Furthermore, hypothesis and relevant suggestions are given in this assignment for effective
teaching and learning.
TASK
Approach of Communicative Language Teaching Methodology
Communicative Language Teaching also known as communicative approach, is
considered as a technique of teaching regional and foreign languages. It emphasises more on
developing conversation skills among a group of people (Fairclough, 2014). With increasing
interdependency between the UK and other countries, it becomes necessary for people to learn
the principal languages of the continents. In this regard, teachers are required to develop interest
among learners about learning various languages. It is necessary to communicate information,
express opinion, create interaction and control behaviour. It enables people to produce error free
or grammatically correct sentence in other linguistics. According to the communicative approach
of learning theory, teachers are required to concern on mentioned variables so that learning can
take place:-
 Communication: Teachers are required to implement activities which help to promote
learning.
 Tasks: Such activities or procedures must carry out a meaningful task which supports the
learning processes.
 Meaning: It musts boost the learning skills of individuals.
Basic Principles and objectives of Communicative Language Teaching Methodology
CLT is considered as an approach to teach of foreign languages to learners which emphasize
more on interaction. Therefore, its basic principle is attainment of ultimate goal of learning a
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language. According to views of Fairclough (2014), the certain characteristics of this concept
are:
 Learners should participate in course of learning approach.
 They should make conversation with each other in different languages so that fluency
can be developed.
 Students should shared information which others do not know much.
 Teachers must carry a real scenario in class for teaching foreign language.
As per opinion of Agbatogun (2014), CLT can be defined as ability to enact and interpret
social behavior which needs active and proper involvement of learners so that they can develop
communicative competence. Teachers must have possessed adequate abilities as mentioned
below:-
 Knowledge of grammar and vocabulary (linguistic competence)
 Skills to tell the appropriate thing in a real context (sociolinguistic competence)
 Ability to make and end a conversation (discourse competence)
 Skills for communicate in effectively manner in different languages (strategic
competence)
Therefore, it has evaluated that the main principles of CLT approaches are:
 Using tasks as organisational principles i.e. class room activity should be done in
effective manner. It can involve learners involvement in group discussion so that they can
focus on meaning instead of forming.
 Promote learning by creating activities in class room.
 Provide error free corrective feedback to learners.
Thus, it has evaluated that main aim of CLT approach is to develop procedures
for teaching of main skills. It acknowledge the interdependency of communication and
language with primarily focus to enable students to become communicatively competent
(Larsen-Freeman, and Long, 2014). Communicative Learning Theory Method constitutes
three main components that are:- Approach, Design and Procedures. In this regard,
approach belongs to theories about nature of linguistic and language learning. It serves as
resource of principles and practices of language teaching. While, Design specifies
relationship of language and learning theories. It also includes learning activities and role
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of teachers in providing learning techniques. Similarly, procedure compromises with
techniques and practices in classroom which are consequences of specific approach and
design
Under CLT approach, main role of teachers is to provide effective teaching. They have to
develop creativity in their pattern of teaching while demonstrating concept of a language. In this
context, the main responsibility of tutors is to make students able to produce a plenty of
grammatically and error free sentence (Agbatogun, 2014). Other than this, in Communicative
Learning approach, main responsibility of learners is to give their participation in classroom
activities. It includes information gaps, role-plays, information-gathering and opinion sharing in
different languages. These activities are majorly based on cooperative instead of individualistic
approach of learning. Therefore, students have to participate in group-related tasks while
listening to their tutors for learning a language. In addition to this, learners should rely only
educators for a model.
An evaluation of Approach
According to Elbaz, (2018), it has evaluated that in facilitating language learning, CLTM
plays an important role. It helps teachers in designing and organising various activities or
teaching programs which boost learning skills of students. It helps learners to grab knowledge of
native linguistic of continents. Communicative approach mainly concerns on communicative
competence. It enables students to use different languages in a communicative situation for
expressing their views. But in contrast, as per views of Chun, Kern and Smith (2016), it has
examined that grammar-translation method is more effective approach than CLT. As this method
enhance communicative ability of learners in the language. In addition to this, they have also
pointed out that Communicative Learning Theory Method is mainly opposed to other techniques
of teaching (Advantage and Disadvantage of Communicative Language Teaching Method,
2018). It includes audio lingual which focus on grammatical or linguistic knowledge. It has also
explored from the concept of CLT approach that under this method, learning activities are
contextualised. Therefore, it is suggested for educators to adopt grammar-translation method
which only memorise a list of some isolated words of other linguistics. As per hypothesis, it has
analysed that this alternative approach of teaching, emphasises more on targeted language in a
communication situation.
Advantages
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 It is analysed that communication approach is beneficial for employees as it facilitate to
convey their needs and interest to superiors in order to fulfil them properly.
 It involves the criteria of utilising personal and localise language it can be easily
understand by staff members so that they gain appropriate concept of working by
learning.
 It is necessary to utilise authentic resources and it is very interesting as well as
encouraging children.
 It is analysed that kids acquire grammar rules as an important aspect to learn for speaking
so that it is much efficient and proficient.
Disadvantages
 The Communicative Approach will not contribute much in context of teaching and
learning place in terms of providing learning to children.
 It also considered to be interpreted as- If education providers and students both have good
understanding then it will help in teaching languages more easily. But in context with
native teachers of target language can face various difficulty in understanding their
students (Kalantzis and Cope, 2014). So, it may create complexities in implementing
teaching activities of communicative approach.
 Other disadvantage of CLT approach that it focuses more on fluency rather than on
accuracy. This method does not concern on reducing errors, instead of this, it creates
learning activities where students are left to make conversation with others for solving
their communication problems. Thus, it may produce grammatically incorrect or
incoherent sentences.
As per above merits and demerits, it has examined that Communication Language
Teaching help learners in acquiring communicative competence. But to overcome from major
disadvantages, it emphasises on other aspects also. It includes language fluency and accuracy,
which allow both students and teachers to better use of foreign languages.
CONCLUSION
As per this report, it has examined that today with developing interrelationship between
countries, it becomes necessary for people to learn various languages of other continents. It may
help them in making connection with other peoples who belongs to different linguistic. Under
this process, teachers can adopt various approaches like Communicative Learning Theory
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Method and Grammar-translation etc. It helps them in boosting learning skills of students for
various languages.
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REFERENCES
Books and Journals
Kalantzis, M. and Cope, B., 2014. The powers of literacy (RLE Edu I): A genre approach to
teaching writing. Routledge.
Larsen-Freeman, D. and Long, M. H., 2014. An introduction to second language acquisition
research. Routledge.
Fairclough, N., 2014. Critical language awareness. Routledge.
Chun, D., Kern, R. and Smith, B., 2016. Technology in language use, language teaching, and
language learning. The Modern Language Journal. 100(S1). pp.64-80.
Cummins, J. and Swain, M., 2014. Bilingualism in education: Aspects of theory, research and
practice. Routledge.
Agbatogun, A. O., 2014. Developing learners' second language communicative competence
through active learning: Clickers or communicative approach?. Journal of Educational
Technology & Society. 17(2).
Elbaz, F., 2018. Teacher thinking: A study of practical knowledge. Routledge.
Online
Advantage and Disadvantage of Communicative Language Teaching Method. 2018. Available
Through: <http://bagikmaniscord.blogspot.com/2013/01/advantages-and-disadvantages-
of.html>
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