«xxi ғасырдағЫ Ғылым және білім»

7 
ALIMOVA F.A.
 (TASHKENT, UZBEKISTAN) 
 
THEORETICAL BACKGROUND OF COMMUNICATIVE LANGUAGE 
TEACHING METHOD 
Foreign language teaching is developing globally, as well as in our country. The 
effectiveness and efficiency of teaching the target language is demanded immensely. 
Therefore, teaching English language is an artistic talent for all pedagogues in the 
world and the demand for fast and creative techniques to utilize in the classroom 
increased tremendously in every society. 
Communicative language teaching (CLT) is described as a method that 
promotes language acquisition and encourages expression, interpretation and 
negotiation of meaning [1,p. 12-21]. So, the application of such method can help 
students acquire the language easily and motivate them to find out the exact meaning 
rather than the form. Within the last quarter century, communicative language 
teaching (CLT) has been put forth around the world as the “new”, or “innovative”, 
way to teach English as a second or foreign language. Teaching materials, course 
descriptions, and curriculum guidelines proclaim a goal of communicative 
competence[2,p.34] . CLT seeks to develop students’ communicative competence, 
sufficiently that they will be able to use a language outside the classroom. This is to 
say that everything is made for understanding and taking part in communication, 
which is vital in communicative language teaching method. All exercises, activities 
are implemented to make learners communicatively competency. In this approach the 
teacher is seen as facilitators of his students learning. Communicative approach is 
based on the idea that the aim of learning second language is to gain communicative 
competence in the target language. The communicative approach is a learner centered 
approach. Students play an important role in this method, since they themselves try 
and act accurately according to given task. This approach gives the learner not only 
grammatical competence but also a social skill as to what to say, how to say, when to 
say and where, in order to satisfy his daily needs as a larger aim. In this approach, 
apart from fluency, accuracy and appropriateness are equally important. The 
Communicative Language Teaching, also called the Notional or Functional 
Approach, is seen rather as an approach than a method in language teaching that aims 
to make the communicative competence the objective of language teaching and to 
develop procedures for the teaching of the four skills that acknowledge the 
interdependence of language and communication[3,p.53] . Communicative language 
teaching makes use of real life situations that necessitate communication. The teacher 
sets up a situation that students are likely to encounter in real life. Unlike the audio-
lingual method of language teaching, which relies on repetition and drills, the 
communicative approach can leave students in suspense as to the outcome of a class 
exercise, which will vary according to their reactions and responses. The real life 
simulations change from day to day. Students’ motivation to learn comes from their 
desire to communicate in meaningful ways about meaningful topics. Teachers use 
this method when developing the language skills of a learner. Productive skills 

8 
speaking and writing; receptive skills listening and reading are integrated during the 
lesson to make the whole class communicate. The Communicative Language 
Teaching is more comprehensive than any other approaches or methods; it is different 
in form and status. There is no single or authority on it, nor any single model that is 
universally accepted as authoritative. Communicative language teaching and learning 
puts emphasis on „meaning” rather than „form”. „Meaning” is defined as what the 
speaker wants to say or what message s/he wants to convey. In other words, the 
responsibility to speak in the target language is significant, therefore teacher does not 
hurry up to correct their mistakes in the form. In CLT, learners are first exposed to 
new language in a comprehensible context, so that they are able to understand its 
function and meaning. Only then is their attention turned to examining the 
grammatical forms that have been used to convey that meaning. Basically, teacher 
prefers how meaningful the correct response is, how critically they approached to the 
task and how they could make one clear answer of the whole group members (when 
worked as a group). 
CLT focuses on fluency, many teachers are under the mistaken belief that 
accuracy is ignored in CLT, and wrongly infer that grammar teaching has no place in 
the process. In fact, the exclusion of explicit attention to grammar is never a 
necessary part of CLT[4,p.p. 40-44.] . A communicative approach emphasizes the 
purposes of language – what we use the language for – over detailed knowledge of 
formal grammar, thus, language is seen as a tool of communication rather than as a 
subject for academic study. We learn to communicate in a language by actually 
communicating in that language. Communicative language teaching is an approach to 
language teaching that points up interaction as both the means and the ultimate goal 
of study. Language learners in environments utilizing CLT techniques learn and 
practice the target language through interaction with one another and the instructor, 
study of “authentic texts” (those written in the target language for purposes other than 
language learning), and use of the language in class combined with use of the 
language outside of class. Learners converse about personal experiences with 
partners, and instructors teach topics outside of the realm of traditional grammar in 
order to promote language skills in all types of situations. This method also claims to 
encourage learners to incorporate their personal experiences into their language 
learning environment and focus on the learning experience in addition to the learning 
of the target language[5,p.p. 279-295]. As different types activities are held during 
the lesson, students can have a chance of talking about their own experience or 
dealing with the task by their experience. One of the most characteristic features of 
communicative language teaching is that it pays systematic attention to functional as 
well as structural aspects of language, combining these into a more fully 
communicative view. Teachers in communicative classrooms act as guides, rather 
than as lecturers and create maximum opportunities for students to practice language. 
The tasks in a CLT classroom are designed to use the language in purposeful 
and meaningful ways and thus a communicative syllabus emphasizes the functions of 
language rather than the rules. Since CLT is not limited to any one textbook or a set 
of curricular materials, only using the prescribed texts cannot ensure the attainment of 
the aims of it. That is to say, input materials are important in language learning and 

9 
their implementation supports the target language classroom to communicatively 
organize and control efficiently. Teachers should not be addicted to the course book 
rather they have to bring new sources to the lesson, broadening student’s outlook. 
Krashen and Terrell’s (1983) natural approach, for example, stressed that if second 
language acquisition is sought, it is important that the teacher provides learners with 
sufficient comprehensible input and natural communication opportunities in a 
psychologically non-threatening environment. Communicative Language Teaching, 
CLT, facilitates and fulfills the learning process to improve the spoken skill when 
done with various activities, even though the teachers face many challenges, while 
teaching the course. Throughout more than twenty years, this method has been 
confirmed and spread widely. CLT is the innovation of the foreign language teaching 
not only does it improve students’ communicative competence effectively, but also 
carries out the quality education in languages. The communicative approach 
emphasizes that the ability to use language appropriately is another essential aspect of 
communicative competence. 
Generally, the language learners find themselves with multiple demands, as they 
learn to communicate and meet the need for learning that language. Their demands 
are always focused on accuracy, fluency, appropriateness and flexibility. The four 
skills of language listening, speaking, reading and writing are interdependent to each 
other and it is felt that there is an inadequacy of a four skill model of language. But 
within the last quarter century, communicative language teaching has been put 
around the world as the “new” or “innovative” approach to teach English as a second 
language. Broadly speaking, the best approach to teach people to use a language is to 
move from communication to language and then from language to communication. 
Communication is an important part of the goal of language teaching. People learn 
English for some reason, in some way; they want to communicate in English. A vital 
part of learning a language involves the act of communication itself. Another main 
feature of the communicative language teaching approach is that language teaching 
begins with the spoken language, the material being presented orally before being 
presented in the written form. The target language is the language of the classroom 
and the new language items are introduced and practiced accordingly. Through 
communicative approach, the leaner learn target language as he learns mother tongue. 
It means that the atmosphere of English language is created so that student could 
learn English directly. In communicative approach everywhere, in schools, 
classroom, on stages, and seminars, we can say that the learner are taught as a native 
person learn his language. The students should be provided real life situations. 
Creativeness of role play, simulation, project should be produced in students so that 
they could connect these all with real life situation. 
Classroom goals are not restricted to grammatical or linguistic competence. 
Fluency and accuracy are seen as complementary principles underlying 
communicative techniques. At times fluency may have to take on more importance 
than accuracy in order to keep learners meaningfully engaged in language use. 
Speaking without hesitation and pauses is considered as fluently speaking, on 
the other hand making mistakes in the speech shows that it is accurately spoken. 
However, when implementing communicative language method there are no special 

10 
rules like grammatically correct speaking or structurally speaking according to some 
forms of the language system. As a result, students enjoy practicing the language and 
never feel afraid of making errors in communication. In communicative language 
teaching second language learning is facilitated when learners are engaged in 
interaction and meaningful communication. Meaningful communication results from 
students processing content that is relevant, purposeful, interesting and engaging. 
Communication is a holistic process that often calls upon the use of several language 
skills or modalities. Language learning is facilitated both by activities that involve 
inductive or discovery learning of underlying rules of language use and organization, 
as well as by those involving language analysis and reflection. Language learning is a 
gradual process that involves creative use of language and trial and error. Although 
errors are a normal produce of learning the ultimate goal of learning is to be able to 
use the new language both accurately and fluently. Learners develop their own routes 
to language learning, progress at different rates, and have different needs and 
motivations for language learning. Successful language learning involves the use of 
effective learning and communication. 

жүктеу/скачать 4.46 Mb.

Достарыңызбен бөлісу: