COMMUNICATIVE

LANGUAGE TEACHING
(CLT)

By
INDAH EFTANASTARINI
NIM. S200130057
 Communicative Language
Teaching (CLT)
Stern (1981)
LINGUISTICS
APPROACH

CLT
PSYCHOLOGICAL/
PEDAGOGICAL
APPROACH
 Howatt (1984:279)

STRONG

CLT
WEAK
 From the above:

Linguistic Approach = Weak Version

Language drills, controlled practice,

grammatical teaching

Psychological/Pedagogical Approach = Strong

Version

real communication from the beginning

UNDERLYING PRINCIPLES
The goal of language teaching is
to develop what Hymes (1972)
referred to as communicative
competence.
Chomsky (1965:3) : competence
is the speaker-hearers
knowledge of his language.
 Hymess Theory:
Communicative competence
refers to what a speaker needs
to know in order to
communicatively competent in a
speech communication.
 COMMUNICATIVE
COMPETENCE
Michael Canale (1983:43)

Discourse
Competency

Grammatical
Strategic
Competency
Competency

Socio-Linguistic
Competency
 Theory which underlies CLT is
Hallidays functional linguistics
which is concerned which the
description of speech acts or texts,
since only through the study of
language in use are all the functions
of language, and therefore all
components of meaning, brought
into focus (Halliday 1970:145)
 Regulatory
Instrumental To control
Interactional
To get things behaviour of
To relate to
e.g. I want others e.g.
others, to
Do this
interact e.g.
Me and you

Personal Imaginative
To express To use language
self e.g. imaginatively
Watch me e.g. lets pretend

Heuristic Informative
To explore and To convey facts &
gain knowledge of information e.g.
the environment Ive got
e.g. Whats something to tell
that? you
 Characteristic of Communicative
View of Language
1. Language is a system for the expression of
meaning
2. The primary function of language is for
interaction and communication
3. The structure of language reflects its functional
and communicative uses
4. The primary units of language are not merely its
grammatical and structural features, but
categories of functional and communicative
meaning as exemplified discourse
(Richard and Rodgers, 1999:71)
 CLASSROOM TECHNIQUES
Authentic Materials
Scrambled Sentences
Language Games
Picture Strip Story
Role-Play
 Structural Activities
Pre-Communicative
activities
(Controlled Practice)
Quasi-Communicative
activities

Functional Communication
Activities
Communicative (language skills and
function)
Activities
(Freer Practice)
Social Interaction Activities
(conversation, discussion,
role plays, etc.)

(Littlewood, 1981: 86)

THANK
YOU