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THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN MODERN
EDUCATION
Egamberdiyeva Diyora Bahrom qizi
Chirchik State Pedagogical University
4th year student of the Faculty of Tourism,
Foreign Language and Literature (English).
Email:@diyoraegamberdiyeva0304@gmail.com
Scientific supervisor:
Usmonova Gulsevar Abdulaziz qizi
Teacher at Chirchik State Pedagogical University
Email:
gulsevardesigner@gmail.com
Abstract:
This paper explores Communicative Language Teaching (CLT) as a widely
recognized approach in language education, offering a balanced discussion of its benefits and
criticisms. CLT emphasizes meaningful interaction and practical language use, making it a
popular method among educators. Through a systematic review of existing literature, the article
examines both the positive outcomes and the limitations associated with CLT. Research has
shown that CLT can improve learners’ communication skills, language proficiency, cultural
understanding, independence, critical thinking, and problem-solving abilities. However, some
scholars have pointed out its shortcomings, such as limited focus on grammar and vocabulary
instruction, inadequate support for academic writing and standardized testing, neglect of
individual learning needs, and an overemphasis on fluency at the expense of accuracy. By
presenting a thorough overview of both sides, this study aims to help educators make informed
decisions when implementing CLT in their teaching strategies
.
.
Keywords:
CLT, Criticism, Education, review.
Аннотация:
В этой статье рассматривается коммуникативное обучение языку (CLT) как
широко признанный подход в языковом образовании, предлагая сбалансированное
обсуждение его преимуществ и критических замечаний. CLT подчеркивает значимое
взаимодействие и практическое использование языка, что делает его популярным методом
среди педагогов. Посредством систематического обзора существующей литературы в
статье рассматриваются как положительные результаты, так и ограничения, связанные с
CLT. Исследования показали, что CLT может улучшить коммуникативные навыки
учащихся, владение языком, культурное понимание, независимость, критическое
мышление и способности решать проблемы. Однако некоторые ученые указали на его
недостатки, такие как ограниченное внимание к обучению грамматике и лексике,
недостаточная поддержка академического письма и стандартизированного тестирования,
игнорирование индивидуальных потребностей в обучении и чрезмерный акцент на
беглости в ущерб точности. Представляя подробный обзор обеих сторон, это
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Original article
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исследование направлено на то, чтобы помочь педагогам принимать обоснованные
решения при внедрении CLT в свои стратегии обучения
..
Ключевые слова:
CLT, критика, образование, обзор.
INTRODUCTION
Language teaching has evolved significantly over time, giving rise to a variety of teaching
methods and approaches. Some of the most well-known ones within the English Language
Teaching (ELT) field include the Grammar Translation Method, Direct Method, Audio-lingual
Method, Suggestopedia, and Total Physical Response. These methods have been the focus of
extensive academic study, each highlighting different priorities, strengths, and limitations based
on specific theoretical foundations. Typically, such approaches are shaped by educational
theories like behaviourism, structuralism, constructivism, and universal grammar.
This paper focuses on Communicative Language Teaching (CLT), a method that has undergone
detailed scrutiny similar to earlier approaches. CLT prioritizes communication, emphasizing the
idea that language learning should center around conveying meaning, as communication is the
ultimate goal of language acquisition Magnan. Also known as the notional-functional approach,
CLT was introduced by the European Council in the 1970s and draws upon the work of scholars
like Wilkins, who shifted focus from grammar rules to the meanings learners need to express.
The central principle of CLT is that language education should involve teaching how to convey
and interpret meaning in real-life contexts, not just memorizing grammatical structures and
vocabulary.
CLT integrates multiple linguistic disciplines, including sociolinguistics, functional linguistics,
semantics, and pragmatics. It encourages learners to gain communicative competence by using
the language in practical, meaningful situations. The approach favors fluency over strict
accuracy, making it a preferred method in various teaching environments. Originating in the UK,
CLT has gained widespread popularity in English as a Second or Foreign Language (ESL/EFL)
classrooms around the world Liao & Zhao Ozsevik. Ellis also extensively documented its global
reach. Due to its instructional effectiveness, CLT holds a vital role in ELT and is highly regarded
by both educators and linguists.
Methodology
Techniques Research Issue The purpose of this study is to evaluate the degree to which
communicative language teaching (CLT) improves students' language skills and communication
abilities in English language teaching (ELT) environments. It also aims to investigate the
possible obstacles and constraints that might appear, especially with relation to striking a balance
between linguistic accuracy and communicative fluency. With its dual focus, this study provides
a deeper understanding of CLT's advantages and disadvantages, providing educators and
policymakers with important information to help them improve language education curricula and
strategies.
Questions for Research 1. Given that CLT is student-centered, how does its application in ELT
settings affect students' communicative competence and general language proficiency? 2. What
are the main obstacles and disadvantages of using CLT in ELT, particularly with regard to
accuracy preservation and possible neglect of explicit language teaching.
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Extraction of Data A structured and methodical review of both historical and modern literature
that addresses the benefits and drawbacks of CLT in English instruction was used to gather data
for a comprehensive analysis. Scholarly articles, journals, research papers, and dissertations were
sourced from reputable academic databases for the literature review. The focus was on studies
published between 1972 and 2023, with an emphasis on recent research from the past five
decades. Important details about the advantages—like encouraging student participation and
communication—and disadvantages—like implementation problems and a lack of attention to
grammatical accuracy—were extracted. This study provides a fair and knowledgeable
assessment of CLT in ELT by combining data from multiple sources, emphasizing its advantages
and pointing out potential areas for improvement.
RESULTS
The outcome Because of its focus on improving meaningful language application and real-life
communication, the communicative language teaching (CLT) approach has garnered a lot of
interest in the field of language instruction. Based on information gleaned from earlier studies
covered in the literature review, the following findings provide a comprehensive assessment of
CLT's advantages and disadvantages.
DISCUSSION
Conversation In the field of language education, the communicative language teaching (CLT)
approach has become increasingly popular in recent years. The goal of this approach is to
promote intentional language use and real-world communication in the classroom. Using
important findings from the previously reviewed literature, the discussion that follows aims to
delve deeper into the benefits and drawbacks of CLT.
CONCLUSION
In conclusion In summary, the discourse surrounding Communicative Language Teaching
(CLT) underscores its noteworthy function and pertinence in language instruction. The CLT
approach, which is focused on students and meaningful interaction, has various benefits.
According to contemporary theories of language learning, it promotes student involvement,
facilitates language use in everyday situations, and improves communicative competence.
Furthermore, CLT fosters student autonomy, improves critical thinking, and cultivates problem-
solving abilities. However, it's critical to recognize this strategy's shortcomings. These include
the risk of ignoring language accuracy and direct instruction, as well as implementation
challenges, particularly in areas where English is not the primary language. Effective language
learning requires finding a balance between addressing these issues and teaching with a
communication-focused approach.
Implications for practitioners and academics working in the field of language education, the
implications of the findings discussed in this discourse are extremely significant. By
emphasizing the development of meaningful conversation, interactive engagement, and the use
of language skills in genuine, real-world contexts, educators should continue to capitalize on the
benefits of CLT. However, it is crucial that teachers consider how to include vocabulary
instruction, active language production, and explicit language instruction in their communicative
language teaching approaches. This method is essential for successfully addressing any possible
limitations and providing students with a thorough language learning experience.
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