Characteristics Of Communicative Language Teaching

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Communicative language teaching on Four corners The field of second or world language teaching has been through many shifts and trends over the last few decades. Numerous methods have come and gone. We have seen the Audio lingual Method, cognitive based approaches, the Total Physical Response (TPR), the Natural Approach, and many others (Brandl, 2007). For many decades Grammar translation method was used in 19th century and Textbooks primarily consisted of lists of vocabulary and rule explanations but It’s problems for oral proficiency led to several counter and parallel movements that laid the foundation for the development of new ways of teaching, as we still know them today (Richards and Rodgers 2001). Over the past two decades “communicative language teaching” (CLT) has become a special important area of knowledge in language teaching methodology, but the extent to which the term covers a well-defined and uniform teaching method is highly questionable. From the beginning of CLT in the early 1970s, its proponents have developed a very wide range of variants that were only related to each other. In this paper I first look at the main characteristics of CLT to find out the roots and features of communicative language teaching and then I will conclude the paper by outlining the main principles of ‘principled communicative approach’(Zoltán Dörnyei, 2009). Nina Spada explains that “most second language educators agree that CLT is undergoing a transformation: one that includes
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