Nicole Rapa

LHN5001 Assignment
The understanding of the processes of second language learning have changed
throughout the years. One of the major changes that occurred is the introduction of
Communicative Language Teaching (CLT) which changed the way language learning is
viewed. The CLT approach has changed the way a second language is taught and learnt as it
focuses emphasises on communicative competence and interaction as a means to teach
language. The Communicative Language Teaching approach has a rich and eclectic theoretical
base that influenced curricular documents that govern the teaching, learning, and assessment
of English in Maltese secondary schools. Moreover, this rich theoretical base also influences
the field of syllabus design. The presence of the CLT principals is evaluated in two important
documents: The Educators’ Guide for Pedagogy and Assessment and in the Learning Outcomes
Framework.
Language teaching methodologies have changed throughout the last 30 years. The
traditional approaches to language teaching focused on the ‘building up a large repertoire of
sentences and grammatical patterns’ and the ‘learning to produce these accurately and quickly
in the appropriate situation’ (Richards, 2006). The traditional approach usually involved oral
drilling and controlled practice and a great attention was given to accuracy such as accurate
pronunciation and the accurate mastery of grammar. This is because it was assumed that the
errors students make would become a permanent part of their speech. Techniques that were
often made use of included ‘memorisation of dialogs, question-and-answer practice,
substitution drills, and various forms of guided speaking and writing practice’ (Richards, 2006).
Furthermore, the traditional approach gave importance to grammatical competence as grammar
was thought to be the basis of language proficiency. Grammar rules were taught explicitly
through a methodology thar made use of ‘repetitive practice and drilling’ (Richards, 2006).
Although grammatical competence is an important part of language learning, it does not
encompass all language learning since students can master the rules but still be unsuccessful at
using the language for meaningful communication. Therefore, the traditional approach to
teaching grammar was a deductive one where ‘students are presented with grammar rules and
then given opportunities to practice using them’ (Richards, 2006). Additionally, the lessons
were carried out according to the three-phase sequence, known as Presentation, Practice,
Production (PPP) which was harshly criticised due to the belief that ‘a precise focus on a
particular form leads to learning and automatization’ (Richards, 2006). In the 1970s, the CLT
approach emerged as a reaction to traditional language teaching approaches. Old methods of
teaching fell out and the centrality of grammar was questioned since it was argued that language
ability involved much more than grammatical competence. In addition to this, attention shifted
from accuracy to fluency and importance was given to the notional-functional approach where
language is used appropriated for ‘different communicative purposes such as making requests,
giving advice, making suggestions, describing wishes and needs, and so on’ (Richards, 2006).
In simpler words, attention shifted from grammatical competence to communicative
competence. Communicative competence is ‘knowing what to say and how to say it
appropriately based on the situation, the participants, and their roles and intentions’ (Richards,
2006) something that traditional teaching methods did not include.
Communicative Language Teaching can be understood as a set ‘of principles about the
goals of language teaching, how learners learn a language, the kinds of classroom activities
that best facilitate learning, and the roles of teachers and learners in the classroom (Richards,
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2006). It focuses on the knowledge of the basic foundations of language and how sentences are
formed and most importantly it focuses on the usage of language for meaningful
communication which is also known as communicative competence. Communicative
competence is at the heart of the CLT approach as it involves the students knowing how to use
the language for a myriad of different functions and purposes, knowing how to vary the use of
language depending on the participants and the setting, knowing how to maintain
communication in spite of limitations, and knowing how to understand and produce different
types of texts (adapted from Richards, 2006). This new communicative approach to teaching
reformulated the classroom teaching methodology as it was argued that ‘learners learn a
language through the process of communicating in it’ (Richards, 2006). The CLT approach
rests on a myriad of principles which include real communication as the focus of language
learning, providing students with opportunities to experiment and try out what they know,
linking the four basic language skills together as they appear so in the real world, and letting
students discover grammar rules themselves (adapted from Richards, 2006). With regards to
grammar, CLT emphasises the inductive approach as opposed to the deductive approach as
students ‘are given examples of sentences containing a grammar rule and asked to work out
the rule for themselves’ (Richards, 2006). CLT also emphasises the use of task-based
instruction where ‘language learning will result from creating the right kinds of interactional
processes in the classroom’ (Richards, 2006). In order to do so, the teacher has to develop or
design instructional tasks rather than employ a grammar-based syllabus. This is because
‘grammar and other dimensions of communicative competence can be developed as a by-
product of engaging learners in interactive tasks’ (Richards, 2006).
As aforementioned, the characteristics and principles of CLT influenced the curricular
syllabus that teachers refer to in order to create their lessons. The advocates of CLT proposed
different types of syllabi but the main two include a skills-based syllabus and a functional
syllabus. The skills syllabus focuses on the four basic language skills of reading, listening,
speaking, and writing and breaks each skill down into its subskills such as scanning and
skimming for the reading skill. These skills should be approached from an integrated skills
approach where students engage in various activities to practice English including listening
tasks, role playing, and stimulating discussions as they appear in real life situations. The second
type of syllabus is the functional syllabus which focuses on the functions the learner should be
able to carry out in English such as ‘expressing likes and dislikes, offering and accepting
apologies, introducing someone, and giving explanations’ (Richards, 2006) since
communicative competence is essentially the mastery of functions.
The Learning Objective Framework document for Year 9 students is a pedagogical tool
intended to help teachers of English meet the different needs of their learners. The document
is divided into several parts including the learning outcomes, the strand, the focus areas, and
the codes which all help teachers in the development of lessons. Then, the learning outcomes
are divided according to the level of the students ranging from Track 1 to Track 3. Furthermore,
the framework is divided into the four basic language skills: listening, speaking, reading, and
writing. There is also a section on literature and also language awareness and production. It
can be said that the principles of CLT are implemented in the very structure of the LOF. This
is because it is a skill-based syllabus that also breaks down the subskills of each skill. Therefore,
even though each skill has its own learning outcome, every subskill of that same skill has a
specific learning outcome. For example, the listening skill has six subskills that students need
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to be competent in. The listening subskills are: general and subsidiary idea, clusters of words,
specific vocab, specific information, sequencing, and distinguish fact and opinion. These
subskills that need to be trained are the same subskills that are used in the students’ everyday
life. Therefore, the students are being taught how to make use of these different subskills
depending on what they need to know. The document also lists the text types that students need
to be familiar with such as conversation and narrative which are text types that exist in real life,
they are authentic. This shows that students are being taught and trained to understand different
text types. This is also seen in the reading skills where the students have to be made aware of
the different genres of texts, the reader’s intention, the author’s purpose, and to whom the text
is addressed i.e., the audience. This is because, a text that lacks either one of these principles
is useless as it does not exist in a real life context as every piece of writing can be fitted within
a genre, has an intention, a purpose, and an audience. Like listening, the reading subskills are
also detailed and these are once again subskills needed to understand different text types the
students may be faced with during their lives. Thus, the students are able to make use of the
subskills according to their needs especially in literature where complex thought processes
occur such as inferencing. Furthermore, CLT is present in the wording of the learning outcomes
as all the learning outcomes contain a function such as read, explain, identify, use, determine,
participate, etc.
With regards to speaking and writing the LOF document not only outlines the different
text types the students may encounter, but also the functions of the two skills. The functional
approach is predominant in the CLT approach as it emphasises communicative competence.
For instance, students need to know how to verbally express ideas/information/feelings,
express point of view, give instructions/directions, make suggestions, etc. As stated in the
Educators Guide for Pedagogy and Assessment, this ‘promotes opportunities for deep learning,
which is defined as the process through which an individual becomes capable of taking what
was learned in one situation and applying it to new situations’ (Ministry of Education and
Employment, 2015). Unlike the other skills, speaking has a section which goes into teaching
language awareness through speaking. The interpolation of language awareness and the skills
shows that students learn grammar through the usage of language and not by explicit rules. In
addition to this, there is no detailing of specific grammar rules or structures that students should
know. The LOF document details what functions the students need to be made aware of and if
they are found to be unsuccessful in performing that function, then the students are encouraged
and supported to notice grammatical structures in order to form the grammar rules themselves.
With regards to writing, the LOF document proposes genres which can be paired with the text
types. The genres such as leaflet caption, formal letter, email of request, invitation, etc. all
expose the students to different registers that are used in real life contexts. The range of genres
‘facilitates an understanding of the formality continuum ranging from informal to formal use
of language that is dependent on context and purpose (i.e., communicative purpose, text
content, lexicogrammatical features, etc.)’ (Ministry of Education and Employment, 2015).
With regards to language awareness and production, the learning outcomes make use of the
functional approach as mentioned previously. An example of this is Learning Outcome 13.2b
‘I can identify a particular use of sentence structure tense, voice, mood, person and number
e.g., by giving quotations.’ (LOF supporting document, 2023). The learning outcome gives an
idea of what grammar the student needs to know but does not specify any tenses or grammatical
structures.
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In conclusion, the CLT approach is evident in the LOF supporting document as the
learning outcomes make use of its principles including functionality and authentic material.
This makes students self-competent as the skills developed in class are practical and can be
used in any context that they are faced with.
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References
Richards, J., 2006. Communicative language teaching today. 1st ed. New York: Cambridge
University Press.

Ministry for Education and Employment., 2015. EDUCATORS’ GUIDE FOR PEDAGOGY
AND ASSESSMENT. Directorate for Quality and Standards in Education. Accessed online:
https://www.schoolslearningoutcomes.edu.mt/files/documents/02_English.144501723005.pdf