a.

Definition of Communicative Language Teaching (CLT)

Communicative Language Teaching (CLT) is an approach to the teaching of second
and foreign languages, emphasizes interaction as both the means and the ultimate goal
of learning a language (Chomsky, 1957).

b. The Characteristics of Communicative Language Teaching (CLT)

 The role of the teachers is the facilitator and guide, not an all-knowing of
knowledge (Brown, 2000)
 Classroom goals are focused on all of the components (grammatical, discourse,
functional, sociolinguistics, and strategic) of communicative competence (Brown,
2000).
 The primary function of language is for interaction and communication function
of language (Richards and Rodgers, 1986).
 Fluency and accuracy are seen as complementary principles (Brown, 2000).
 Students in a communicative class have to use the language productively in
unrehearsed contexts outside the classroom (Brown, 2000).

c. The Goals of Communicative Language Teaching (CLT)

Goals of CLT according to Jack C. Richards:
 To develop fluency and accuracy in language use.
 To know hot to use language for a range of different purposes and functions.
 To know how to vary our use of language according to the setting and the
participants.
 To know how to produce and understand different types of texts.
 To know how to maintain communication despite having limitations in one’s
language knowledge.

d. The Advantages of Communicative Language Teaching (CLT)

 CLT is a holistic approach. It doesn’t focus only on the traditional structural
syllabus. It takes into consideration communicative dimension of language.
 CLT provides vitality and motivation within the classroom.
 CLT is a learner centered approach. It capitalizes on the interests and needs of the
learner.
 In a world where communication of information and information technology have
broken new considerable ground, CLT can play an important role in education.

e. The Disadvantages of Communicative Language Teaching (CLT)

 CLT leads to the production of “fluent but inaccurate” learners (Hughes, 1983).
 Error correction has no significant place in CLT classes.
 In EFL classes, classroom is the only place that the learners receive input to learn
how to conduct effective communication.