Evaluate the major 'techniques' used in Communicative Language Teaching.

Give
rationale for them.

Communicative Language Teaching (CLT) is a teaching method that focuses on improving the
student’s communication skills. A new language is learning easier and more enjoyable when it is
meaningful. CLT is a way of learning second and foreign languages that emphasizes the goal of
learning a language. The key function of language use is communication and its primary motive
is for learners to develop communicative ability. In other words, the motive is to make use of
real-life situations that necessitate communication.

The word “communicative” is arrived from the word “communicate” that means to express
information, ideas, and feelings from one to another. Communicative Language Teaching (CLT)
is used as communication. The teaching of communication presented with applicable elements
which influence the way people express and understand meaning of the messages. CLT is the
language use which should be taught and used to communicate. CLT should be taught in form
which the native speakers use when they communicate. The rising of grammatical
incompleteness in the communication is not viewed as mistakes, because this language
understood by the communication participants.

Communicative Language Teaching (CLT) is one of the most effective way to teach second and
foreign languages. The techniques for teaching language in CLT are obvious to different as far as
they fulfill the CLT principles. The used techniques are Role plays, Communicative Practice,
Information transfer, Information gathering, Information Gap, Opinion sharing.

Role plays
The use of role-plays as a technique where students are assigned to practice communicating in
different social contexts and in different social roles and incomplete a scene based on given
information. Role plays depend on the nature of communication activities taken from real-life
into practice in the classroom. Different communication activities may need different techniques
and procedures to make it happen.
 Classroom materials make use of authentic texts to create interest and to provide valid
models of language.
 The use of content that connects to student’s lives and interests.
 Students get the communication, interaction, and negotiation of meaning through the use
of activities such as problem-solving, information sharing, and role play.
 Students allow personalizing learning by applying what they have learned to their own
lives.

Communicative Practice
Communicative practices have engaged the students to use language freely from their own
source and their own real-life situation and experience. The teacher is expected to use student's
knowledge and experience as a complete part of learning activities.

Information transfer
Information transfer has engaged students to take information that is presented in one form, and
represent it in a different form.
For example, students are given to read a daily activities task. After that, they are asked to draw a
design of it. They take information through but represent it in design.

Information gathering
In this technique, students are required to conduct surveys and gather information.
Information Gap

Sometimes people often ask for information from other people, which they do not have which is
called an information gap. This situation is imitated into classroom practice by giving students
related information. Communication occurs when they are requesting information from others.
This gap is fulfilled by the use of media, newspapers, magazines.

Opinion sharing
Opinion sharing where students are engaged to compare values, opinions, beliefs by using their
own language resource.

In conclusion, I want to say that, use of teaching techniques and language are required to make
students in real communication. Philologists and practitioners began to view language as what
people actually use in real-life communication other than what is written in grammar books in
the 1970s. This view is turned in the motto “language as communication” which recommends the
teaching of language conduct to provide real-life language use in society. The communication
conducts to the creation of language use teaching techniques which can make students use the
language features for real communicative purposes such as role-play, games, information gap,
and other teacher-created techniques.