This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.

1. CLT/CLL
Arianny Rodríguez
Universidad Pedagógica Experimental Libertador
Instituto Pedagógico de Caracas
Departamento de Idiomas Modernos
Programa Inglés
Cátedra de Lingüística
Didáctica del Inglés como Lengua Extranjera
Caracas Marzo 2014

2. It is based on the idea that learning
language successfully comes
through having to communicate real
meaning. When learners are
involved in real communication,
their natural strategies for language
acquisition will be used, and this
will allow them to learn to use the
language.
Goal: To make use of language in real-life
situations

3. • Grammatical Competence.
• Traditional approaches.
Late 1960s
Hymes
• Communicative competence.
1970s to 1990s
Chomsky
• Current communicative
language teaching.
1990s to the
present
Halliday

4. •The use of realia.
•Focused on functional
and communicative
competence.
•The use of real life
situation that necessitate
communication.
•Communication is
elicited by needs,
partners and information
gaps.
•Give priority to fluency
over accuracy.

5. BASIC PRINCIPLES
Communicative Language Teaching
CLT
Comunicative Language Learning
CLL
•Emphasis on communication and meaning
rather than accuracy.
•Emphasis is put on the “appropriacy” of
language.
•Communicative competence is the desired
goal. i.e. being able to survive, converse and
be understood in the language.
•Authentic listening and reading texts are
used to feature the target language
•Use of songs and games are encouraged
and provide a natural environment to
promote language and enhance correct
pronunciation
•Feedback and correction is usually given by
the teacher after tasks have been
completed, rather than at the point of error,
thus interrupting the flow.
•Learners are often more motivated with
this approach as they have an interesting
what is being communicated, as the lesson is
topic or theme based.
•Learners are encouraged to speak and
communicate from day one, rather than just
barking out repetitive phrases
•Learners practice the target language a
number of times, slowly building on
accuracy
•Language is created by the individual, often
through trial and error
•Learners interact with each other in pairs
or groups, to encourage a flow of language
and maximize the percentage of talking
time, rather than just teacher to student and
vice versa

6. •Facilitator
•Guide
•Not an all-knowing bestower of knowledge.

7. Producer Receiver
•The student is thought to construct
meaning through genuine linguistic
interaction with others.

8. Classroom activities used in communicative language teaching include the following:Classroom activities used in communicative language teaching include the
following:
Role Plays
Surveys
Games
Language Exchanges
Pair-Work
Interviews
Information gaping

9. Thanks!

10. Richards, Jack and Rodgers, Theodore (2001)
Approaches & Methods In Language Teaching. Cambridge
University Press.
Braun, Estela (2009) online resource:
http://www.slideshare.net/lilianamonserrat/the-natural-approach