Communicative Language Teaching (CLT): Techniques, Practices, and Behaviors

Communicative Language Teaching (CLT) is a language teaching methodology emphasizing interaction as a means of learning and practicing communication skills. It focuses on helping learners develop their communicative competence, which combines linguistic knowledge with the ability to use language effectively in real-life situations. This article explores specific techniques, practices, and behaviors that characterize CLT, providing detailed explanations and examples supported by scholarly perspectives.

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Techniques to Promote Interaction and Communication

CLT employs several techniques to encourage meaningful interaction among learners:

1. Role Plays
   Role plays involve students acting out real-life scenarios. For example, one student might assume the role of a waiter while another pretends to be a customer. These activities allow learners to practice both speaking and listening in context, helping them develop practical communication skills. Role plays also foster confidence and make language learning more engaging by simulating situations students are likely to encounter outside the classroom (Richards & Rodgers, 2014).

2. Group Work
   Group work involves students collaborating on tasks or projects such as discussions, problem-solving, or presentations. By working together, learners gain opportunities to practice speaking and listening in a supportive environment. This technique not only enhances language proficiency but also promotes teamwork and peer learning (Harmer, 2015).

3. Information Gaps
   In information-gap activities, students possess different pieces of information and must communicate to complete a task. For instance, one student might have a map with landmarks while another holds a list of directions. This approach requires learners to exchange information effectively, encouraging authentic use of language for problem-solving (Littlewood, 2011).

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Balancing Fluency and Accuracy

To strike a balance between fluency and accuracy, CLT incorporates techniques that address both aspects of language learning:

1. Guided Practice
   Teachers begin with controlled exercises emphasizing correct language usage (accuracy) before transitioning to open-ended activities that promote natural communication (fluency). For instance, a grammar-focused drill may precede a free conversation activity.

2. Feedback
   Constructive feedback on both accuracy and fluency is vital. While major errors can be corrected to improve linguistic precision, teachers should also acknowledge successful communication to boost learners’ confidence (Brown, 2014).

3. Mixed Activities
   Combining accuracy-focused exercises (e.g., grammar tasks) with fluency-oriented activities (e.g., discussions) ensures learners develop a well-rounded skill set.

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Common Practices in CLT Classrooms

Effective CLT classrooms implement practices designed to foster communicative competence:

1. Communicative Tasks
   Activities like planning a trip or solving a group problem require students to use English meaningfully. These tasks mimic real-life scenarios and help learners apply language skills in practical contexts.

2. Authentic Materials
   Using real-world resources, such as newspapers, menus, or videos, exposes learners to language as it is used in everyday life. This approach enhances their ability to understand and respond to authentic texts and dialogues (Gilmore, 2007).

3. Varied Interaction Patterns
   Encouraging learners to interact in pairs, small groups, or one-on-one fosters diverse communication experiences, building their confidence and versatility in using English.

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Integrating Cultural Contexts into Language Learning

Cultural awareness is integral to communicative competence. Teachers can incorporate cultural contexts through:

1. Cultural Content
   Lessons that include cultural topics, such as festivals or traditions in English-speaking countries, enrich students' understanding of language in its social context.

2. Cultural Discussions
   Engaging students in conversations about cultural differences and similarities—through role plays or debates—deepens their intercultural competence.

3. Guest Speakers
   Inviting individuals from various cultural backgrounds to share their experiences provides learners with authentic insights and diverse perspectives.

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Teacher and Learner Behaviors in CLT

The roles of teachers and learners are crucial in shaping the dynamics of CLT classrooms:

1. Teacher Behaviors
   Teachers should model clear and effective communication by speaking in context and demonstrating active listening. They also need to foster a positive classroom atmosphere by engaging enthusiastically in activities and supporting students’ efforts to use the language.

2. Learner Behaviors
   Active participation, collaboration, and exploration are essential behaviors for students. Learners are encouraged to interact regularly, support peers, and take risks in experimenting with new language skills, even if mistakes occur.

3. Managing Challenges
   To address behaviors that hinder communication, teachers can establish clear expectations, provide structured activities, and offer targeted support to struggling students. This ensures that all learners remain engaged and focused on their goals.

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Conclusion

The techniques, practices, and behaviors in CLT collectively create an interactive and supportive environment for language learning. By emphasizing real-life communication, integrating cultural contexts, and balancing fluency with accuracy, CLT equips learners with the skills necessary to use English effectively in diverse settings.

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References

• Brown, H. D. (2014). Principles of Language Learning and Teaching (6th ed.). Pearson Education.
• Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118.
• Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Longman.
• Littlewood, W. (2011). Communicative Language Teaching: An Introduction. Cambridge University Press.
• Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.