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Society and innovations
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Communicative language teaching approach
Jasurbek SAMANDAROV
Academic Lyceum of Urgench State University
ARTICLE INFO
ABSTRACT
Article history:
Received November 2023
Received in revised form
15 December 2023
Accepted 25 December 2023
Available online
15 February 2024
This article outlines effective methods and principles of
communicative language teaching, demonstrating the
application of these methods in foreign language instruction
and the various techniques available for teaching
communicative language. The article reveals that the
organization of foreign language teaching is founded on
multiple methods.
2181-
1415/©
2023 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol4-iss11/S-pp220-223
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
method,
communicative language,
approach,
teaching,
classroom,
practice.
Til o‘rgatishda kommunikativ
yondashuv
ANNOTATSIYA
Kalit so‘zlar
:
usul,
kommunikativ til,
yondashuv,
trening,
sinf,
amaliyot.
Ushbu maqolada kommunikativ tilni o‘qitishning samarali
usullari va tamoyillari yoritilgan, chet tillarini o‘qitishda
kommunikativ
usullardan
foydalanish,
shuningdek,
kommunikativ tilni o‘rgatishda qanday usul va usullar
mavjudligi ko‘rsatilgan.
Maqolada ko
‘
rsatilgandek, chet tillarida
o
‘
qitish faoliyatini tashkil etish bir necha usullarga asoslanadi.
Коммуникативный подход к обучению языку
АННОТАЦИЯ
Ключевые слова:
метод,
коммуникативный язык,
подход,
обучение,
класс,
практика.
В данной статье описаны эффективные методы и
принципы коммуникативного обучения языку. Показано
использование коммуникативных методов при обучении
иностранным языкам, а также рассмотрены доступные
методы и приемы для обучения коммуникативному языку.
В
статье
также
отмечается,
что
организация
педагогической деятельности по иностранным языкам
базируется на нескольких методах.
1
Senior Teacher, Academic Lyceum of Urgench State University.
Жамият
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221
There are many ways to help students improve their speaking skills. One of the
ways is through the communicative language teaching (CLT) approach. CLT is the
approach in which students are asked to use the language for communication in real
situations. Applebaum states that using CLT will allow students the opportunity to use
the target language in an authentic and meaningful way. The approach focuses on the
students. The teacher organizes activities in such a way that the students can initiate and
control the interaction. The teacher functions as a facilitator. According to Larsen-
Freeman, the principles of CLT emphasize the importance of using a language to
communicate to learn it. He stresses, “Being able to communicate requires more than
linguistic competence; it requires communicative competence”. Language (oral and
written) functions to serve authentic purposes by facilitating meaningful communication.
Relating to some facts above, two types of speaking activities in CLT can be used.
They are information-gap and role-play. Harmer states that in line with CLT, the
pedagogical solution to the problems of getting students to speak the target language in
large EFL classrooms is to engage learners in meaningful activities such as information-
gap and role-play activities. This approach has been previously successful in ESL
situations. However, in introducing these activities into the EFL classroom, the
pedagogical solution presents two quite sharp challenges: to create meaningful situations
for language use and to overcome affective barriers within the activity in the classroom.
Five characteristics make CLT different from other approaches like Audio-Lingual
Method or traditional approaches like Grammar-Translation Method. They are as follows:
1. Taught in the target language;
2. Introduction of authentic text and materials in the lesson. An emphasis on
learning to communicate through interaction with other students;
3. opportunities for learners to focus, not only on the target language but also on
the learning process itself;
4.
Learner’s experiences are an important part of the classroom learning situation;
5. An attempt to link learning in the classroom to authentic usage outside the
classroom.
The communicative approach is concerned with the unique individual needs of
each learner. By making the language relevant to the world rather than the classroom,
learners acquire the desired skills rapidly and agreeably. CLT is the most effective way to
teach second and foreign languages. However, audio-lingual methodology is still
prevalent in many textbooks and teaching materials. Inadequate use of authentic
materials can damage the course. Theoretical knowledge of teachers needs to be very
good in practice. The monitoring ability of the teacher must be very good Grammar
Teaching Practices make application of this approach difficult. CLT approach focuses on
fluency but not accuracy. The weaker learners who struggle and cannot use the target
language continue to make mistakes and eventually give up. During pair and group work
activities teacher focuses on accuracy through error correction because learners need to
understand their mistakes. The CLT approach is great for Intermediate and Advanced
learners, but for Beginners some controlled practice is needed. The adoption of a
communicative approach raises important issues for; Teacher training, Materials
development, and Testing. Evaluation. So, it is not suitable for every teacher and every
class.
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222
Opinion sharing is a content-based activity, whose purpose is to engage students'
conversational skills while talking about something they care about. Example: The
instructor introduces a topic and asks students to contemplate their opinions about it.
(e.g., dating, school dress codes, global warming. The students talk in pairs or small
groups, debating their opinions on the topic. Ten Core Assumptions in CLT:
–
engaging in interaction and meaningful communication facilitates language
learning.
–
effective classroom learning tasks provide students the opportunities to extract
meaning, expand language, notice how language is used, and take part in a meaningful
interpersonal exchange.
–
meaningful communication occurs when students process content that is
relevant, purposeful, interesting, and engaging.
–
communication is a comprehensive process that often calls upon the use of
several language skills.
–
language learning is facilitated both by activities that: involve inductive or
discovery learning of language rules, and involve the analysis of language rules.
–
language learning is a gradual process that involves creative use of language, and
trial and error.
–
the ultimate goal of language learning is to be able to use the new language both
accurately and fluently.
–
learners develop their routes to language learning, progress at different rates,
and have different needs and motivations for language learning.
–
the role of the teacher in the language classroom is that of a facilitator, who
creates a classroom climate conducive to language learning and provides opportunities
for students to use and practice the language and to reflect on language use and language
learning.
–
the classroom is a community where learners learn through collaboration and
sharing
Communicative Language Teaching method plays a crucial role in foreign language
teaching. It has influenced English language teaching worldwide. Language is a tool of
communication. Learning language requires communicative competence. Within a social
context, language users needed to perform certain functions, such as promising, inviting,
and declining invitations. However, various practical challenges arise when teachers
implement Communicative Language Teaching in schools from all over the world,
especially where classes are often large and resources are limited. In communicative
classes, teachers tend to apply some activities, such as role-play and information gap, to
motivate students to interact with each other, thus small groups or pairs are essential. It
would help teachers to observe students’ errors in interactions and give feedback as soon
as possible. But the majority of school classes in Asia are very large. On the other hand,
many teachers may feel confused when they apply the Communicative Language
Teaching approach to practical teaching. Because the teaching methods upgrade cycle is
quick. Sometimes teachers have learned mountains of theories but lack practical abilities.
In conclusion, focusing on Communicative Language Teaching theory, this study
has analyzed its background, characteristics, advantages, and disadvantages.
Communicative Language Teaching is a teaching method that emphasizes learners’
responsibility in the learning process as well as teacher-student interaction. Though
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
11 (2023) / ISSN 2181-1415
223
Communicative Language Teaching allows learners to use the target language
appropriately outside the classroom and improve their fluency, it also covers language
accuracy sometimes. Therefore, the understanding of the Communicative Language
Teaching method should not only focus on simple interaction activities but also should be
combined with facts of classes. Although the Communicative Language Teaching
approach has many merits, it does not mean that traditional methods offer no
advantages. It is necessary to find a midway between the two of them. The study was
limited by the absence of inspections in Communicative Language Teaching class, which
makes these findings less connected with practice. Taken together, these results suggest
that the Communicative Language Teaching method enables teachers to construct an
engaging and efficient language-
learning classroom and improve students’ ability to use
language, helping students understand and put what they have learned into practice.
REFERENCES:
1. Applebaum, Bruce. 2007. Communicative Language Teaching: Theory, Practice,
and Personal Experience. Mandiri,9 (4), 266-270.
2. Harmer, J. 2001. The Practice of English Language Teaching. Harlow: Pearson
Education Limited
3. Nunan, David. 1991. Communicative Tasks and the Language Curriculum.
TESOL. Quarterly, 25 (2), 279-295. Retrieved from : Http://www.yahoo.com/asian-ef-
journal.com Accessed on November 22, 2009.
4. Kumar, N. U., Philip, P., & Kalaiselvi, A. (2013).
5. The application of CLT to teaching English as a second language-an assessment
of practice in India, International Journal of Humanities and Social Science Invention,
2(5), 24-29.
6. Jack C. Richards, & Theodore S. Rodgers. (2001). Approaches and Methods in
Learning Teaching, Cambridge: Cambridge University Press.
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Approach, an English Class and its Teaching Material, Journal of Advances in Education
Research, 5(4), 4-6.
8. Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford
University Press.
9. Magnan, S. S. (2007). Reconsidering communicative language teaching for
national goals. The Modern Language Journal, 91(2), 249-252.
